From the Executivev Director's Desk: No Teacher Left Behind

FLATE tries to work diligently to be sure students are exposed to and learn about Florida’s
great manufacturing industry and the great careers pathways that they can follow right in their own community, or anywhere across the globe. But it typically takes more than one encounter or one experience. How do we extend and deepen the impact of a “Made in Florida” Industry tour, or summer robotic camp experience? How can we make relevant career and job information integral part of student learning? It’s not unexpected, but many teachers do not much about our industry sector, nor about the lucrative and exciting technical careers in manufacturing. A workshop can be a good beginning, providing a spark of interest, the beginning of a passion. But a workshop is not typically enough for teachers to bring the materials to life in a classroom. To provide more opportunities for teachers to teach each other and collaborate, FLATE is working to re-activate FAITE, (Florida Association of Industrial Technical Education), a division of FACTE, the Florida Association of Career and Technical Education (FACTE). FLATE, together with the Florida Department of Education Adult and Career Education (FLDOE) is providing foundational support for building a collaborative learning community. Such a “Community of Practice” have three simple components:
  • a common goal (enhanced student learning)
  • shared time (regular in person and/or virtual collaborative meeting spaces), and 
  • passion for the focus of the community
As an infant organization, FAITE’s goal will be just that, to build a Community of Practice that
will sustain itself with the passion of its members. Keeping it simple is important so that the community can focus on its passion and not on maintaining the infrastructure of the group itself. With regular opportunities for industrial technical educators to come together in person and virtually, FAITE aims to build capacity and confidence in participants, provide a platform to share promising practices, finding solutions, and voicing common concerns. Working in isolation can be tough, and can be frustrating and demoralizing in the world of frequent changes in policy and processes. Working together with our peers, sharing experiences in a collaborative environment is invigorating. FLATE strongly encourages educators to join us and the FL DOE to participate in FAITE. Reasons and incentives to join include, but are not limited to:
  • Advance your career
  • Advocate
  • Get Legislative Updates
  • Connect with Industry to
  • Lead
  • Learn
  • Network
  • Share Ideas
  • Sharpen Skills 
For more information on FAITE and/or technical and industrial education throughout Florida 
visit the FAITE website, or contact Alan Lynch, president of FAITE at, and Dr. Marilyn Barger, Executive Director of FLATE at barger@fl-ate.orgI now invite you to enjoy the stories in the September issue of the FLATE Focus. Our primary efforts in the next month, or two will be focused on MFG Day/Month. We invite All across Florida to celebrate and participate in the various tours and events that have been planned starting October 7 through the end of the month. As always jot down your thoughts and comments under each of the stories in the blog, or contact us and follow us across our social networking platforms on Facebook, connect with us on LinkedIn, or Tweet us @Made_InFlorida using the Hastag of the Month #FLMFGMonth16 and at #MFGday16.

Statewide Industry Tours & Events Planned for 2016 Manufacturing Day/Month. Make Florida #1 Again!

October 7 is the official kick off for 2016 Manufacturing Day, and Florida is poised to celebrate
MFG Day/Month in a BIG way this October. Manufacturers, School Districts, Regional Manufacturers Associations, and hundreds of students, parents, and teachers throughout Florida are gearing to participate in the “Made in Florida” industry tours for 2016 Manufacturing Day/Month. Counties across the state are also set to issue proclamations marking October 7 as the official kick-off date for Manufacturing Day/Month. Additionally, several colleges and manufacturers will be hosting open houses on site with other statewide events planned throughout the month!

2016 is once again projected to be another banner year in Florida Manufacturing. “FLATE’s manufacturing day strategy and cohesive partnerships with regional organizations across the state has helped build an effective model that has over the years enabled greater involvement and statewide participation” said Dr. Marilyn Barger, executive director of FLATE. Even as old partners are empowered and have branched out independently on their own to host MFG Day/Month tours and events, there are new companies that have joined hands to make Florida Number #1 again. This strategy, Barger states, has also empowered many regional manufacturers associations across the state to take a leading role in implementing a customized, regional strategy for manufacturing day/month that has strengthened industry-education ties.

Outlined below are a list of industry tours that have been finalized so far in the greater Tampa Bay region that includes: Hillsborough, Pinellas, Polk, Manatee and Sarasota counties. 

Industry Tour
MFG Day Team Coordinators
Hillsborough County
Cott Beverages Inc., Southern Manufacturing Technologies, SIGNSTAR, Measurement Supply Company, Somatron, EMS-USA, Tampa Bay Steel, Pro-Tools
Marilyn Barger,
Janice Mukhia.

Bay Area Manufacturers Association
Becky Burton,
Rick Concotelli, 

Upper Tampa Bay Manufacturers Association
Jerry Custin,

School District of Hillsborough County

Pinellas County
Hydro-Dyne, Lockheed Martin, Sign Age, Monin, Molex, Lockheed Martin, Honeywell, American Tool & Mold, Conmed, Mastercut Tool Corp., Bausch & Lomb (Clearwater), H & S Swansons’ Tool Co. 

Bay Area Manufacturers Association
Becky Burton,

Upper Tampa Bay Manufacturers Association

Pinellas County School District
Mark Hunt,
Greg Taylor,
Marty Giancola,
Bob Hawkins,

Marilyn Barger,
Janice Mukhia.

Polk County
JC Machine, Inc., Packaging Corporation of America (PCA), Kegel, Inc., Rockford-Ettco Procunier, Coca-Cola, Givaudan Flavors Corp., Pepperidge Farm, MaxPak, ITW Professional

Polk State College
Christopher Yannes,
Howard Drake,

South West Florida
Sarasota and Manatee Counties
The Cavanaugh Company-Black Diamond Strings, PGT Industries, KHS USA, Inc.,

Danielly Orozco,

Sarasota County School District

Manatee County School District

Many regions across Florida are still in the process of setting up “Made in Florida” tours for Manufacturing Day/Month; FLATE will be updating this list on a continuous basis and posting it on the Made in Florida site at So stay tuned for news and updates on tours and events in your region, or contact one of the MFG Day Coordinators in your region listed below:

MFG Day Team Coordinators
Alachua County

Gainesville Chamber of Commerce
Baker & Columbia Counties
Florida TRADE at Florida Gateway College
Margaret Lee,
John Piersol,
North East Florida
Duval, St. John, Clay, Nassau
First Coast Manufacturers Association
Sherri Mitchell,

FL TRADE at Florida State College at Jacksonville
Michael Collins.
North West Florida
Escambia, Santa Rosa, Walton, Okaloosa, Jackson, Calhoun, Bay & Gulf Counties
Northwest Florida Manufacturers Council
Cindy Anderson,

Florida Heartland
Highlands County

Sebring Airport Authority
Beverly Glarner,

South West Florida
Lee County

Southwest Regional Manufacturers Association
Max Dean,

Polygon Solutions

Capital Region
Leon, Wakulla, Madison, & Gadsden Counties
Tallahassee Community College
Rick Frazier,
Marion County Region
Marion and Citrus Counties

Marion Schools

Marion Regional Manufacturers Association
Rob Adamiak,

Central Florida
Orange, Brevard, Lake, Seminole & Osceola Counties
Manufacturers Association of Central Florida
Amanda Marcusky,
Sherry Reeves,
Kenneth Bush,
Timothy Burdette,

South East Florida
Palm Beach & Broward Counties

Atlantic Technical College
Kevin Finan,

South Florida Manufacturers Association
June Wolfe,

HOERBIGER Corporation of America, Inc.

Pasco Hernando Counties

Pasco Hernando State College
Margie Burnham,
Jessica Ball,

Tom Mudano,
Jady Vargas,
Alissa Bosworth,

Following up on the successful model that FLATE has established over the years, FLATE will once again be surveying statewide industry hosts, educators and students who participate in this year’s “Made in Florida” industry tours for 2016 Manufacturing Day/Month. Post event surveys will be tabulated by FLATE and shared with statewide partners and stakeholders. FLATE will also help connect regional groups together, and will distribute MFG Day T-shirts, provide educator resources, write/publish/distribute and report on MFG Day/month related news, and compile all student, educator, host survey data.

To support students’ and educators’ learning and engagement in manufacturing, FLATE has 

also developed an extensive array of resources specifically designed for industry, educators, or anyone interested in MFG Day/Month. A list of these comprehensive (free) resources are listed on the Florida MFG Day/Month page at There is even a 2016 Manufacturing Day in Florida poster that teachers can use as a curriculum tool and/or to decorate their classroom. To access these resources, visit the FLATE’s Wiki at: and

If you would like to be connected with a regional manufacturers’ association to discuss additional outreach activities for students in your community, contact Dr. Marilyn Barger at For tours in Sarasota and Manatee counties and “Made in Florida” lesson plans for manufacturing day contact Danielly Orozco, Associate Director of at For information on tours for Hillsborough & Pinellas counties contact Janice Mukhia, FLATE outreach/project manager at

We look forward to working with each of you and making it another successful 2016 MFG Day/Month! Let’s make Florida #1 Again! 

Answer to sTEm–at-Work Puzzle #54: Signal Analysis for a Resistance based Temperature Sensor

The Puzzle:

Students have trouble visualizing the power calculation for sine wave forms. The puzzle has the typical practice of presenting the power calculation as three different AC signal forms. Ask students to find plot locations where IV equals zero and then have them pick other current/voltage value locations and think about the multiplication of those values. If they don't see it, get them to realize that between 10:01:03 AM and 10:01:05 the current and voltage value pairs are negative values. This means that the purple plot behaves like a power curve for the first 2 seconds but not during its last two seconds. Thus, the purple curve may still be a power curve but it can NOT be the power curve for this situation. 

Do the three plots below represent what the Technician expects to see in this constant temperature situation?

Answer: NO

Focus On FLATE Operations – A Closer View on Our Real-time Evaluation Protocol

This series on FLATE Operations began in July and continues this month with a brief discussion of our Real-time Evaluation Protocol (REP). FLATE's Evaluation Plan is the Center's Sterling Management Program-based guide (the Baldridge Model in Florida, used by the Leadership Team to provide:
  • The structural integrity that supports FLATE’s Logic Model
  • Data analysis and information support for process and performance improvement activity for: 
    • Greater effectiveness in accomplishing strategies and meeting goals
    • Higher satisfaction in meeting needs and requirements of customers and stakeholders
  • A foundation for decision-making aligned with FLATE and NSF objectives
The Supplier, Input, Process, Output/Outcome, Customer/Stakeholder (SIPOC) tool (discussed in the August 2016 FLATE Focus) is the instrument used to execute our Real-time, Evaluation Protocol. This protocol is our formal way to analyze information to assess the ultimate effectiveness of our NSF and other agency grant funded required Outcomes. The REP uses two interdependent evaluation elements:
  • Implementation Evaluation which includes an analysis of the operational strengths
    and weaknesses of our organization, and its capability to accomplish its strategies, objectives, and goals. Identified program strengths, opportunities for improvement, and recommendations make sure that FLATE satisfies its partners and stakeholders as to its performance and success. Implementation Evaluation results assure stakeholders that FLATE operates in a manner that is consistent with industry-recognized best business management practices and help FLATE achieve its NSF grant goals. 
An implicit element of the Implementation Evaluation is FLATE’s Organizational Profile. The Profile describes our internal working environment. It also defines the external environment in terms of partners, customers, and stakeholders, as well as the relationships with them. Profile documentation describes organizational strategic challenges and advantages and key factors to achieve success. 

FLATE’s Implementation Evaluation considers each specific FLATE activity as it relates to
NSF work streams (curriculum, professional development, and outreach). Implementation Evaluation criteria provide a framework to:
    • Enhance FLATE’s productivity, cost effectiveness, continuous improvement, and improved bottom line effectiveness by driving FLATE to focus on information that generates positive results and meaningful impact. 
    • Eliminate project activities that are not effectively and efficiently moving the project to the specified objective that supports the designated goal
  • Impact Evaluation includes analysis of the various types of data collected at the Sterling Activity, Program, and Organizational levels. It validates performance with respect to goals and objectives to strive for improvement in work streams, systems, and processes. Impact Evaluation monitors and tracks performance progress of every FLATE activity as reflected in data collection and analysis. 

The REP includes quantitative Effectiveness Measures sets developed for FLATE’s objective focused activities that lead to goal completion. Regular analysis and review of the status of these Effectiveness Measures generates modification information as necessary to alter the course of the activity and/or collect data that give better information for improving FLATE processes and systems. This analysis also provides information as to whether FLATE is on target to accomplish its strategies as framed by its goals. 

For more information on FLATE and its organizational modules and structure visit, or contact Executive Director of FLATE, Dr. Marilyn Barger at

Post Event Survey of Robotics Camps Show Positive Impact

Summer Robotics Camps capture the interest and imagination of middle and high school
students by following current exciting trends in robotics and automated systems. Since the inception of the camps in 2005, FLATE’s robotics camps have provided a number of exciting opportunities for students to explore their interest in STEM and robotics and learn their application in high-tech manufacturing operations. The overarching goal being to spark middle and high school students’ interest in STEM/robotics, and more importantly encourage them to pursue related educational and career pathways. FLATE’s robotics camps provide a “STEM-ulating” experience that is targeted to foster unique experiences in advanced technology education while serving as a model for other high-tech camps to emulate.

This summer FLATE hosted four robotics camps for middle and high school students at its home campus at Hillsborough Community College. Report from the camps were published in the July and August editions of the FLATE Focus. Since the conclusion of the camps FLATE has been meticulously working on compiling survey data that is a core strength of FLATE’s efforts in measuring and gauging the effectiveness of its programs. Feedback from the camps have been overwhelmingly positive and is poised to help streamline current/future outreach and professional development programs to middle and high school students.

Outlined below are data highlights from the camps hosted onsite by FLATE at Hillsborough

Community College in Brandon. Approximately 95% of the students who responded to the post camp survey stated the robotics camps provided opportunities for teamwork and collaborations with others. Of the campers who responded to the survey, approximately 90% stated programming the robot helped them see how automated systems are programmed and controlled. Approximately 91% percent of the students who responded to the survey also stated the camp helped them better understand how science, technology, engineering, and math (STEM) are used in industry. Approximately 84% also stated learning to program the robot by thinking logically will help while solving other problems in science, technology, engineering, and math (STEM) subjects in school. 

Regional camps, modeled after the FLATE robotics camps, were also held at the Institute for
Human and Machine Cognition (IHMC) at Pensacola and at Ocala. Post event survey data from regional camps showed differing responses from students, with campers placing greater emphasis on other aspects of the camps. At IHMC Pensacola, which hosted two intro level camps, 88% of the students who responded to the post event survey stated programming the robot helped them see how automated systems are programmed and controlled. The same percentage (88%) also stated the camp helped them better understand how STEM concepts are used in industry. Nearly 87% also stated the camp provided opportunities for teamwork and collaborations with others. Of the campers at IHMC Pensacola who responded to the survey nearly 84% stated learning to program the robot by thinking logically will help them while solving other problems in science, technology, engineering, and math (STEM) subjects in school.

IHMC camps in Ocala also elicited similar response. Post camp survey data shows nearly 86%

of the students who responded to the survey stated the camp provided opportunities for teamwork and collaborations with others. The same percentage (86%) also stated the camp provided opportunities for teamwork and collaborations with others. Of the campers who responded, nearly 85% stated the camp helped them better understand how STEM concepts are used by industry. Approximately 83% of the students who took the survey also stated programming the robot helped them see how automated systems are programmed and controlled.

Regional camps were also held at St. Petersburg College. Frank H. Peterson Academies in Jacksonville and at North Florida Community College in Madison. FLATE is also in the process of compiling the survey data from the high school camp and will report it when the data is available in the future. For more information about FLATE’s STEM and robotics programs visit and, or visit the FLATE Wiki which has a number of free STEM resources for educators. 

Future Engineers at their B.E.S.T.

In 2015 Palm Beach State College was awarded a three-year National Science Foundation
InnovATE grant to create a pipeline of secondary students to enter PBSC’s Engineering Technology (ET) A.S. program, offer pathways to continue an ET education, and join local industries in high skill, high demand jobs. As part of the grant’s activities, in June 2016 PBSC offered the first year of the B.E.S.T. (Boosting Engineering Science and Technology) Summer Academy, a free three-week engineering exploration program that was held 9 a.m. to 3 p.m. every day for three weeks. Recruitment efforts to promote the program and students enrolled represented a joint effort between teachers and district employees, and included visits and presentations at local high schools about science, physics, engineering and math classes. Students came from 18 high schools from across Martin, Palm Beach and Broward counties, and were exposed to the diversity of engineering career opportunities.

Content for the camp was generally taught by Professor Oleg Andric who designed the

curriculum, Professor Lilian Jordan, Professor Becky Mercer and Professor Iran Rosenthal. The program kicked off with an innovative team building activity: a campus-wide scavenger hunt! Students were given clues to 14 stations across campus, and tasked with completing physical and mental challenges to assemble a puzzle that revealed a final problem. They even met Palmer the Panther, PBSC’s mascot, along the way!

This novel summer program included: interacting with engineers to learn about their careers,

working on hands-on projects, and touring industry sites to see engineering in action! Local companies brought their engineers to campus to give presentations, and share personal stories and advice on how to succeed in engineering. Tours included visit to local aerospace, solar and utility power companies where students saw high-tech tools and robotics, solar panels, and jet turbines. Students were also provided lunch for the entire three weeks.

B.E.S.T. students formed a diverse group with 27.5% female participation, 53% Title 1 high

schools, and 71% ethnic minority students. According to a 2012 article by Mark Crawford entitled, “Engineering Still Needs More Women,” only 14% of engineers are female, up from 5.8% in the 1980s. Further, only 5% and 6.2% of engineers are African American and Latinos, respectively (Koebler 2011). Participants learned about internships, coursework required for certain fields, and impressive entry level salaries. Hands-on projects ranged from circuits and solar-powered race cars to 3D printing and scanning, programming and bioengineering. Students worked in teams and learned to problem solve together. Along the way, they earned points and competed for the coveted title of “Best BESTer”!

The students enjoyed the experience and would like to return as volunteers next year. As one

participant put it, “I have a better understanding of engineering and have more interest in it than before BEST. It has been a fun experience that I'll never forget.” Comments like these prove a lasting impression was made and students are inspired to continue towards an engineering degree and career. Students who complete the BEST Summer Academy are now eligible for STEM scholarships at PBSC, and also participation in science fairs, and enrollment at PBSC. The InnovATE grant is focused on exposing young, diverse students to engineering, so they learn about the prospects of tomorrow’s technology and careers, and be prepared for the high job demand in this exciting field!

In addition to the robotics camp at PBSC, camps modeled after the FLATE program were also held at St. Petersburg College, the Institute for Human and Machine Cognition at Pensacola and at Ocala, Frank H. Peterson Academies in Jacksonville and at North Florida Community College which was highlighted in last month’s FLATE Focus. For more information on the Robotics Camps and the NSF innovate project at PBSC contact Ana Szogi, InnovATE Grant Coordinator at For information on FLATE’s STEM and robotics camps hosted every summer head on over to our Camps page, and/or refer to our Robotics Camp Survival Guide. Also be sure to read the previous story in this edition of the FLATE Focus that highlights the impact of robotics camps, and how the mission and goal of the camps extend beyond a summer activity, and serve as a catalyst in igniting students’ passion for STEM and robotics.

This article was written by:

Ana Szogi
NSF - InnovATE Grant Coordinator
Palm Beach State College

Tech Tours Transports Educators to a World Beyond the Classroom

FLATE’s professional development initiatives for technical faculty and educators in STEM 
curriculum provides opportunities to develop, refine or certify their knowledge base within manufacturing and/or its related field(s) enabling technologies and educational pedagogies. Workshops take advantage of the summer break for educators, and are offered by request throughout the year to college faculty and K-12 teachers. Earlier this summer, as part of preconference workshops at the 2016 FACTE Conference, FLATE and FAITE, the Florida Association for Industrial & Technical Educators, co-hosted the “Tech Tours”. The preconference industrial and technical tours were held on July 25, and included tours to Disney Industrial Complex, Lockheed Martin, and a launch site simulation.

A total of 20 participants, mostly educators, signed up for the tech tours and got a first-hand

look at the industrial and technical operations in each of the sites. At the “Disney Behind-the-Scenes” tour, attendees visited two independent buildings one of which housed Disney personnel responsible for maintaining, repairing, and making costumes and uniforms used in all Disney parks, hotels and resorts, including towels, blankets and customized special designed items. “It was interesting to witness the applications of STEM in a manufacturing assembly line” said Danielly Orozco, Associate Director for FLATE. The other building was a newer addition where designers created magnificent costume and apparels that breathes life to Disney cartoon characters bringing them alive. In addition to the Disney extravaganza, attendees also toured Orange Technical College where participants visited several simulation labs. The last and final tour included tours to two, Lockheed Martin facilities.

Following the FACTE preconference Tech Tours, FLATE conducted a short survey to gauge the 

overall experience and feedback of attendees. Ninety five percent of respondents deemed the overall professional development value from the tours as very good/excellent. “Great tour organized to maximize impact. One of the best I have been on for industry” noted a participant in a post event survey. One hundred percent of the attendees also stated they will use the information presented at the preconference workshop, and would recommend it to their colleagues. Ninety five percent of the attendees stated that the Tech Tours increased their knowledge of the high-tech jobs, skills and opportunities available in Florida, with 100% stating the tours increased their knowledge base about how STEM subjects are applied in high-tech industrial settings. “Enjoyed the day, very interesting” stated another participant in a survey conducted by FLATE. 

Visit the FLATE Wiki for more information, or contact Executive Director of FLATE, Dr. Marilyn Barger at and Associate Director of FLATE, Danielly Orozco at