Towards a Renaissance
of Manufacturing Education
in North Carolina
Are We Ready?
Submitted to the North Carolina Community College System
by Key Links Inc.
February 2011
Manufacturing Education in North Carolina
Table of Contents
Page
Executive Summary ................................................................................................................... 2
Why a Renaissance of Manufacturing Education? .................................................................... 4
Purpose of Report....................................................................................................................... 5
Context:
NAM-Endorsed Skills Certification System....................................................................... 6
Code Green Super Curriculum Improvement Project (Super CIP)..................................... 7
SuccessNC .......................................................................................................................... 8
Research Questions, Data Sources and Methodology ............................................................... 9
Findings:
Community College Manufacturing-Related Programs ..................................................... 10
Utilization of Industry-Based Manufacturing Certifications .............................................. 12
Secondary Manufacturing Program Linkages..................................................................... 14
University Manufacturing Program Articulations .............................................................. 16
Public- and Private-Sector Manufacturing Partnerships ..................................................... 17
Analysis and Recommendations ................................................................................................ 18
Conclusion ................................................................................................................................. 21
Appendix A: Data Sources......................................................................................................... 24
Appendix B: Distribution of Manufacturing Programs (AAS, Diploma, Certificate)............... 25
Appendix C: Approved/Active Manufacturing AAS Degrees .................................................. 26
Appendix D: Secondary Program Model Assets ....................................................................... 27
Appendix E: Manufacturing-Related Secondary Career Tech Program.................................... 28
Appendix F: Curriculum Enhancement and Career Awareness Assets ..................................... 29
Appendix G: Community College/Four-Year Articulation Summary....................................... 30
Appendix H: Manufacturing Association and Organization Assets .......................................... 31
Appendix I: Education “Transformational” Assets ................................................................... 32
1
Manufacturing Education in North Carolina
Towards a Renaissance of Manufacturing Education in North Carolina:
EXECUTIVE SUMMARY
Background: To promote innovation and keep pace with rapid advances in technology, manufacturing
education must undergo a transformation. Building education and training systems for the next generation
of manufacturers requires: (1) skillfully integrated academic and technical learning paths; (2) a heightened
focus on Science, Technology, Engineering and Math (STEM) skills; (3) more “on” and “off” ramps to
higher education and lifelong learning systems; and (4) the integration of nationally portable, industryrecognized credentials with educational pathways, leading to postsecondary credentials with real value in
the workplace to both employers and workers.
Purpose: The purpose of this report is to map the assets available in North Carolina to support such a
transformation. It assesses the readiness of North Carolina Community colleges to lead the charge for a
renaissance in manufacturing education. Data on all 58 community colleges was available from various
state sources. In addition, 43 colleges (74%) also responded to the online survey, which was the primary
source for data and information on certifications. Key findings were organized around the five research
questions.
#1: What manufacturing-related programs of study currently exist at North Carolina community colleges?
#2: What manufacturing-related, industry-recognized certifications are currently being utilized?
#3: What types of secondary programs currently provide education pathways for manufacturing?
#4: What linkages currently exist between community colleges and universities related to manufacturing?
#5: What other types of assets and partnerships currently exist that support manufacturing pathways?
Findings: The findings of this study suggest that North Carolina has a significant set of assets to support
the main tenets of a renaissance in manufacturing education. The Code Green Super Curriculum
Improvement Project (Super CIP) is intended to rationalize and streamline over 120 programs across
North Carolina’s 58 community colleges in projected high-growth and emerging industries by identifying
common core skills, streamlining specialty programs, standardizing curricula and reducing redundancy.
That effort will lay the groundwork and build the capacity for implementation of statewide adoption of a
manufacturing skills certification system.
Recommendations: Recommendations offered in this report are intended to strengthen both the Super
CIP and adoption of statewide skills certification. Ultimately, both these initiatives support the three
primary goals of SuccessNC: student success, student access and program excellence. As a result of the
strategic assessments, investments and visionary planning taking place within the North Carolina
Community College System, the state is extremely well positioned to lead the national renaissance of
manufacturing education.
The North Carolina Community College System is committed to providing a world-class, technology-savvy workforce
that has the skills North Carolina businesses, including advanced manufacturers, need now - and in the future.
This study provides our colleges with recommendations that will help strengthen our education and training
programs, promote work toward seamless career pathways from high school through higher education, and
continue to strengthen our support of emerging high-growth industries.
Dr. Scott R. Ralls, President, North Carolina
Community College System
2
Manufacturing Education in North Carolina
RECOMMENDATIONS: SUPPORTING THE SUPER CIP
Develop a framework for rationalizing the myriad of AAS (292), diplomas
(213) and certificates (479) in manufacturing into a reasonable set of common
core programs and specialties.
Student
Success
Program
Excellence
X
X
Identify and eliminate unnecessary overlaps/duplication of program offerings.
X
X
Identify and enhance critical gaps in program offerings.
X
X
X
X
Explore articulation issues and barriers (perceived and real) between
community colleges and four-year institutions relative to manufacturing
programs.
X
Student
Access
X
Revisit the comprehensive articulation agreement with UNC because of
changing system requirements.
Explore alternative models of instructional delivery in manufacturing.
X
X
X
X
Expand the model for developing “mentor colleges” in specific program areas.
X
Review and update existing state databases of program information.
X
X
Develop a sustainable system to collect and maintain comprehensive program
information on a more consistent basis.
X
X
RECOMMENDATIONS:
ESTABLISHING A CERTIFICATION SYSTEM
Launch a statewide certification initiative with a focus on Welding.
X
X
X
Focus the next phase of statewide certification implementation on three
program areas: Industrial Systems Technology, Machining Technology, and
Mechanical Engineering Technology.
X
X
X
Ensure that all colleges statewide have equal access to resources and consistent
minimum outcomes for programs.
X
X
X
Encourage colleges that prepare students for certifications, but do not facilitate
the actual taking of exams, to add that extra step.
X
Support efforts to launch an employer outreach campaign regarding the benefits
of certification.
X
Launch a college outreach campaign regarding the benefits of industry
certifications.
X
Use the North Carolina Career Readiness Certificate (NCCRC) as a “bridge”
between non-credit and credit manufacturing-related programs.
X
X
Establish standardized credit “equivalency” for the industry-based
certifications.
X
X
Explore adding industry and military certifications to college transcripts.
X
X
Create more bridge programs with embedded technical and applied
foundational skills.
X
X
Address declining enrollments in high school manufacturing-related programs.
X
X
Increase opportunities for exposing high school students to college
manufacturing-related programs by bringing them to college campuses.
X
X
X
X
3
Manufacturing Education in North Carolina
Why a Renaissance of Manufacturing Education?
For manufacturers, a skilled, educated workforce is the most critical element for innovation success, and a
decisive factor in global competitiveness. Manufacturers look at their workforce as a business investment:
the more adaptable, technology-savvy, and creative an employee, the more secure their investment and
higher the likely rate of return. States look at their workforce as an economic development asset: having a
talent pool with the skills employers need not only attracts new employers to the state but also allows
existing manufacturers to expand and add jobs.
The Manufacturing Institute (MI) of the National Association of Manufacturers has built a compelling case
regarding the need for an immediate renaissance of manufacturing education. To promote innovation and
keep pace with rapid advances in technology, manufacturing education must undergo a renaissance to
build education and training systems that incorporate:
Skillfully integrated academic and technical learning paths;
A heightened focus on Science, Technology, Engineering and Math (STEM) skills;
More available alternatives for learning, with more “on” and “off” ramps to higher education and
lifelong learning systems to acquire new skills as technology advances; and
The integration of nationally portable, industry-recognized credentials with educational
pathways, leading to postsecondary credentials with real value in the workplace to both
employers and workers.
The premise is that as these key pillars are deployed through the nation’s education and workforce
development systems, beginning with the community colleges, workers will be able to gain and to document
the knowledge and skills that make them immediately productive in the workplace. Knowledge-based
workers will, in turn, produce the high-performance workplace that is critical to the strength and vitality of
our manufacturing economy, bolstering the process and product innovations that contribute to competitive
advantage in the global marketplace.
Community colleges in North Carolina have
long understood the critical connection between
economic and workforce development. Twoyear colleges bridge the divide between high
schools and universities, between industry and
government and between public and private
enterprise. They are uniquely positioned at the
grass-roots level to raise awareness about
industry trends and new skill requirements, to
influence student decision-making and choice,
and to build career pathways that lead to longterm success in life and at work. The question
is: Are the North Carolina Community
Colleges ready to achieve the “renaissance
of manufacturing education” being called
for by industry leaders?
4
Manufacturing Education in North Carolina
Purpose of Report
The purpose of this report is to assess the readiness of North Carolina Community Colleges to lead the charge
for a renaissance in manufacturing education. To that end, three questions will be answered:
What assets does North Carolina currently have that would facilitate and/or accelerate statewide
integration of the NAM-Endorsed Manufacturing Skills Certification System into community college
programs of study, leading to more integration of academic and technical learning paths, increased STEM
skills, and more accessible postsecondary education and credentials for low-income youth?
How does the Code Green North Carolina Community Colleges Super Curriculum Improvement Project
(Super CIP), designed to rationalize manufacturing program offerings, develop a common core
curriculum and infuse “green” skills into the curriculum, align with and support the adoption of a Skills
Certification System to create a “renaissance of manufacturing education?”
How do the Skills Certification System and the Super CIP link to and support SuccessNC, the overall
framework for driving long-term student success within the community college system?
Context
Brief overviews of the three key initiatives referenced above provide the context for this study.
NAM-Endorsed Manufacturing Skills Certification System
In March, 2009, in response to the ongoing challenge of preparing the skilled manufacturing workforce of the
future, the Manufacturing Institute (MI) decided on a course of action that would support long-term, systemic
change to the development of the skills and competencies required by industry. MI launched the NAMEndorsed Skills Certification System to support the growing technical demands of the modern manufacturing
workplace. MI worked with key certification sponsors who are the world leaders in skills certification which
align with three major tiers of workplace requirements – foundational, cross-cutting technical, and
occupationally-specific - including managerial/professional.
This collaborative effort
among certification sponsors
and the Manufacturing
Institute resulted in an
organization of the certification
programs, and the credentials
they offer, into a system
of “stackable credentials”
which can be awarded by
community colleges to validate
skills learned in structured
manufacturing-related
programs of study.
5
Manufacturing Education in North Carolina
Foundational competencies are grounded in ACT’s National Career Readiness
Certificate.
Sector-wide and occupationally-specific technical skills are validated by the Manufacturing
Skill Standards Council (MSSC) Certified Production Technician, American Welding Society
(AWS) Certified Welder, and National Institute for Metalforming Skills (NIMS) Machining and
Metalforming certifications.
Professional knowledge is reflected in the Society for Manufacturing Engineering (SME)
Engineering Technologist certification.
With funding support from the Bill and Melinda Gates Foundation, NAM Manufacturing Institute identified
four pilot sites to field test the Skills Certification System: Forsyth Technical College in North Carolina,
Lorain County Community College in Ohio, Alamo Colleges in Texas, and Shoreline Community College
in Washington.
Under the leadership of Dr. Gary Green, President of Forsyth Tech, the college is working to align the
curriculum of four of its primary manufacturing-related programs (Machining Technologies, Mechanical
Engineering Technologies, Industrial Systems Technologies and Welding) with the components of the
NAM-Endorsed industry certifications that meet the needs of local industry.
This visual below shows the Skills Certification System at work in the Industrial Systems Technology
program at Forsyth Tech. On the far left is the Educational Pathway, reflecting the certificate, diploma and
associate degree as well as a BS degree option. On the far right is the Career or Occupational pathway.
Each level of educational completion typically qualifies a graduate for particular occupations, and each
successive level of training leads to higher-paying jobs. What is NEW about this visual is the middle
column, the certification pathway. This column identifies which certificates students can earn as an
integral part of their instructional program.
These “stackable credentials”
serve to validate that students
Code
Green
Superand skills
have the
knowledge
Curriculum
manufacturers have identified as
needed by workers in the
identified occupations. Since the
program launch in July, 2009,
178 students at Forsyth Tech
have earned 234 credentials
that now give them a
competitive advantage in the
job market.
For more information on the
NAM-Endorsed Skills
Certification System, visit:
http://institute.nam.org/page/
edu_workforce_skills_cert
6
Manufacturing Education in North Carolina
Code Green Super Curriculum Improvement Project (Super CIP)
The Code Green North Carolina Super Curriculum Improvement Project (Super CIP), a two-year
initiative launched by the North Carolina Association of Community College Presidents in January 2010,
has two interrelated goals:
Rationalize and streamline over 120 programs across North Carolina’s 58 community colleges in
projected high-growth and emerging industries by identifying common core skills, streamlining
specialty programs, standardizing curricula and reducing redundancy; and
Integrate sustainability and green practices across the curriculum in the areas of energy, building,
environment, transportation, and engineering (including manufacturing), to provide students the
knowledge and skills needed to enter today’s environmentally-friendly workplace.
The Super CIP will engage faculty from all 58 colleges who teach in disciplines related to the five target
areas, so the scope and impact of the initiative will be significant. The process will identify new and
emerging industry trends in the five key areas, determine what content should be deleted and what should
be imbedded, and how best to align with third-party certifications. While all colleges will participate, the
chart below shows which colleges will play a lead role.
Overall Lead
Building
Engineering (including manufacturing)
Energy
Environment
Transportation
Wake Technical Community College
Wilson Community College
Central Piedmont Community College
Central Carolina Community College
Davidson County Community College
Blue Ridge Community College
This two year strategic planning process will position the North Carolina system as a primary driver of
cutting-edge instruction to meet the needs of the growing high-technology and emerging green technology
sectors. Each of the five content areas that are part of the Super CIP are directly related to critical knowledge
and skills required by workers in the priority industry sectors targeted by North Carolina Department of
Commerce as future drivers of the economy.
SUPER CIP
Aviation/Military Defense
Truck/Heavy Equipment
Textiles
Higher-Level
Specialty Programs
Automotive
Biotechnology
Aerospace
Curriculum Improvement Project
PROJECTED HIGH
GROWTH
INDUSTRIES IN
NORTH CAROLINA
Chemicals/
Plastics/Rubber
Information/Communication
Technology
Furnishings
Green
Energy
Apparel/Textile
Machinery
Pharmaceuticals/
Life Sciences
Common Core
Foundation Skills:
Building
Engineering
Energy
Environment
Transportation
7
Manufacturing Education in North Carolina
SuccessNC
In the fall of 2009, the State Board of Community Colleges, in associations with the North Carolina
Association of Community College Presidents and the State Association of Community College of Trustees,
launched a significant planning initiative to positively impact student success. SuccessNC established three
primary goals:
Student Success: Increase the number of NC students with a credential or degree leading to
successful employment, an improved quality of life and continued educational attainment;
Student Access: Develop policies and practices that provide increased opportunities for students to
successfully navigate through post-secondary education and training; and
Program Excellence: Examine the rigor and quality of all learning opportunities to ensure that
successful completion equates to a rewarding job or more education.
ACCOUNTABILITY:
Success will be measured by
increased outcomes in three, critical
areas:
Completions: number of students
who successfully complete a
program of study.
Job-Ready Credentials: number
of students who demonstrate
verifiable job skills.
Low-Income Graduates:
number of low-income students
who successfully graduate.
For more information on
SuccessNC, visit:
www.nccommunitycolleges.edu/pl
anning/successnc/index.aspx
Between launch and 2013, the year of the North Carolina community college system’s 50th anniversary,
three key strategies will be employed to ensure the system is aligned to support both sets of customers –
students and employers – in maximizing opportunity for success in constantly-changing global
marketplace. Key strategies:
Facilitate the identification and sharing of colleges’ best practices related to each of the three
guiding goals of access, success, and program quality;
Initiate state-wide policies to foster success while removing those that inhibit student success; and
Develop new performance-based student success measures for NCCCS member colleges to
replace the existing Critical Success Factors that measure institutional effectiveness.
8
Manufacturing Education in North Carolina
Research Questions, Data Sources and Methodology
Five key research questions drove the data collection and analysis developed for this report.
1. What manufacturing-related programs of study, including two-year Associate and less-than-two-year
diploma and certificate programs, currently exist at North Carolina community colleges? To answer this
question, the North Carolina Community College System (NCCCS) identified which “manufacturing-related”
programs would be included as the focus of the inquiry. Based on research from publically-available sources
(identified in Appendix A) researchers developed a database of existing program information. To ensure
information in the database was current and accurate, researchers developed a one-page outline of each
college’s offerings which was sent to each college’s point of contact, asking them to confirm, add, or change
information regarding the associate, diploma, and certificate options. Based on that “just-in-time” information,
researchers updated the database and analyzed both the database and the revised college outlines to answer this
research question.
2. What manufacturing-related, industry-recognized certifications are currently used by North
Carolina community college manufacturing programs? What is the current baseline? To answer this
question and others listed below, researchers developed an online survey. The link was sent by NCCCS to the
key points of contact at each community college, asking them to respond within a certain timeframe.
Questions about industry-based certifications addressed current utilization levels of the NAM-endorsed
certifications, how certification standards/requirements are utilized, the rationale for adopting or not adopting
industry certifications and which, if any, additional manufacturing-related industry certifications the college
utilizes.
3. What types of secondary programs currently provide education pathways for manufacturing?
To answer this question, researchers gathered data and information from two sources: responses to
questions regarding this topic on the online survey referenced above, as well as web-based research
regarding those same program models and initiatives. Survey questions focused on which feeder
programs were operational, which serve as feeders to community college manufacturing programs and
which feeder models colleges perceived as most effective.
4. What linkages currently exist between community colleges and universities as relates to
manufacturing pathways? A starting point for this question was research into existing articulation
agreements between North Carolina community colleges and universities. The NCCCS Bilateral Agreement
Inventory provided summary information about these agreements, and those were confirmed or edited by
community college points of contact through questions in the online survey. The survey also asked what
challenges or barriers community colleges faced in creating and maintaining these articulations, and if there
were other supports in place between universities and community colleges beyond articulation agreements
that supported manufacturing pathways.
5. What other types of assets and partnerships currently exist in North Carolina that support
manufacturing pathways development? Researchers collected the data and information to answer this
question from both the online survey and web-based research. Information was collected on partnerships with
manufacturing organizations, employers, workforce boards, foundations, and other national, state and local
stakeholders that support manufacturing pathways.
9
Manufacturing Education in North Carolina
Findings
Appendix A includes a listing of the sources and tools utilized to gather data and information for this report,
many of which were referenced in the Methodology section above. Data on all 58 community colleges was
available from various state sources. In addition, 43 (74%) also responded to the online survey, which was the
primary source for data and information on certifications. Findings are organized around the five research
questions, and data sources are identified for each of the questions posed. Several data summaries are included
in Appendices and referenced below.
Question #1: What manufacturing-related programs of study, including two-year Associate
and less-than two year diploma and certificate programs, currently exist at North Carolina
community colleges? An analysis of programs listed in the North Carolina Education Catalog and a
validation or revision of those listings by faculty and/or administrators at the college level identified the
following findings.
NCCCS identified thirty-six program areas as “manufacturing-related.” However, after local review,
it was determined that four of the initial areas (Automation Engineering Technology, Furniture
Production Technology, Manufacturing Technology/Integrated Operations, and Materials Science
Technology) currently have no colleges that offer credentials in those areas; the programs had either
been terminated or put on hold. As a result, the number of program offerings currently available is in
32 areas, as outlined in the chart on the following page. Appendix B shows the distribution of those
programs by numbers of colleges, AAS degrees, diplomas and certificate credentials.
Collectively, the 58 North Carolina community colleges offer 292 AAS degree programs in
manufacturing-related programs. The Electronics Engineering Technology AAS, with 36 degrees is
the most common two-year credential offered, followed closely by Industrial Systems Technology (33
degrees). Welding (30) and Electrical/ Electronics Technology (33) complete the top 5 AAS fields.
The Biotechnology AAS is offered through 37 colleges, but most only provide portions of the
coursework and award it through agreements with a lead college.
A total of 213 diploma or one-year credit program options are available across the state.
Electrical/Electronics Technology has the most one-year diploma options (47), followed by Welding
(40), Industrial Systems Technology (28), Machining Technology (26), and Mechanical Engineering
Technology (15).
North Carolina community colleges offer 479 certificate (six-month or less) credit programs in
manufacturing-related areas. Welding tops the list with 104 certificate options among the 47 colleges
that are approved to offer an AAS in that program area, and there are 75 in Industrial Systems
Technology (at 29 colleges), 73 in Electrical/Electronics Technology (at 36 colleges), 58 in Machining
Technology (at 27 colleges), and 36 each in Electronics Engineering Technology and Mechanical
Engineering Technology (at 21 and 16 colleges, respectively).
Although Electronics Engineering Technology has the most AAS offerings, it is not the area where the
most diplomas and certificates are offered. Welding tops the list, with 40 diploma (one-year) and 104
certificate (six-month) credit options available at the 44 colleges approved to offer an AAS degree in
that program area. In addition, many certificates have the same or very nearly the same titles, but may
be based on varying skill sets and curriculum, in part because colleges have flexibility to structure
them according to local employer needs. This can create confusion for employers when graduates
relocate to other parts of the state.
10
Manufacturing Education in North Carolina
While there are AAS degrees in some colleges that attempt to meet employer needs in “emerging
technologies” (Nanotechnology, Sustainability Technologies), other colleges are addressing these
newer fields (e.g., photovoltaic, robotics, quality engineering, bio-management, energy management
systems) under existing AAS degrees in more traditional areas, including Electrical/Electronics
Technology, Electronics Engineering Technology, and Manufacturing Technology.
Manufacturing-Related Programs
Aerostructure Manufacturing and Repair
Agricultural Biotechnology
Alternative Energy Technology: Biofuels
Applied Engineering Technology
Biopharmaceutical Technology
Bioprocess Technology
Biotechnology
Boat Building
Boat Manufacture and Service
Chemical Technology
Civil Engineering Technology
Computer Engineering Technology
Computer Technology Integration
Computer-Aided Drafting Technology
Electrical /Electronics Technology
Electrical Engineering Technology
Electronics Engineering Technology
Global Logistics Technology
Industrial Engineering Technology
Industrial Management Technology
Industrial Systems Technology
Laboratory Technology
Laser and Photonics Technology
Machining Technology
Machining Technology /Tool, Die and
Mold Making
Manufacturing Technology
Manufacturing Technology/Composites
Manufacturing Technology/Plastics
Mechanical Engineering Technology
Mechatronics Engineering Technology
Mechnical Drafting Technology
Nanotechnology
Project Management Technology
Pulp and Paper Technology
Sustainability Technologies
Telecommunications & Network
Engineering Technologies
Welding Technology
Several significant data issues surfaced during the
course of this study. The Education Catalog lists
many AAS degree programs as approved that the
colleges report are no longer being offered. For
example, 357 manufacturing-related AAS degrees are
approved, but only 292 are active, reflecting an 82%
capacity. See Appendix C for listing of Approved/
Active Programs. Conversely, a few colleges that offer
diplomas and/or certificates in a particular area are not
listed as being approved to offer any credential in that
program area in the Education Catalog. A number
of colleges reported that they offer degree diplomas
and/or certificates in a particular program area, but do
not offer related AAS degrees.
The projected high-growth industries in North
Carolina are supported by numerous
manufacturing-related programs across the 58
community colleges. Some programs, such as
Electronics Engineering, Industrial Systems
Technology, Machining Technology, and Welding
Technology, provide training in skills which will cross
multiple industry sectors and support a wide range of
employers. These programs are provided in at least half
of the colleges and provide a number of diploma and
certificate options which have been developed based on
local workforce and economic development needs.
As reflected in Appendix B, programs that support
specific emerging industries are not as widely
represented in current college options. These include
limited AAS, diploma and certificates in Aerostructure
Manufacturing and Repair, Alternative Energy
Technology: Biofuels, and Laser and Photonics
Technology, each of which is offered at only one
college. Other emerging, cross-cutting programs such
as Nanotechnology, Global Logistics Technology, and
Bioprocess Technology are available at fewer than five
colleges each.
11
Manufacturing Education in North Carolina
Question #2: What manufacturing-related, industry-recognized certifications are currently
used by North Carolina community college manufacturing programs? Reponses to the online
survey provided the main data source for the following findings.
The North Carolina Career Readiness Certificate (NCCRC) is the most widely used of the industryrecognized certifications associated with the NAM-Endorsed Skills Certification System, with thirtytwo (74%) of the 43 responding colleges currently offering the NCCRC. Certifications from the
American Welding Society (AWS) are the second most frequently utilized by twenty colleges,
although only one college (Central Piedmont) is currently designated an AWS certified testing site, so
many colleges prepare students to the AWS standards but students may not actually earn the
certification. The National Institute for Metalforming Skills (NIMS) certifications are currently
offered by eight colleges, and one college reported utilizing the Manufacturing Skill Standards
Council (MSSC) Production Technician certification at this time. Roughly fifteen percent of
respondents did not know if their college offered industry certifications.
Programs currently affiliated with manufacturing-related industry certifications, in order of
utilization, include: Welding, Machining, Industrial Systems Technology, Industrial Management
Technology, Mechanical Engineering Technology, Quality Assurance, and Automation. However,
with the exception of welding certifications which are offered at twenty schools, the numbers are
relatively small in every case, ranging from 2 to 8 colleges integrating industry certifications with the
identified program areas.
In response to a question about how colleges utilize industry-based certifications, the highest percent
of respondents (24 colleges) said they used industry standards to drive curriculum and 18 colleges
said that, in programs using industry certifications, the curriculum is fully aligned with those
requirements. Sixteen colleges have systems in place in certain program areas to prepare students for
certification exams and to facilitate students sitting for exams, and seven colleges prepare students but
do not actually offer or coordinate students actually taking the exams. Seven colleges have a
mechanism in place to cover the cost of certification exams.
Regarding the North Carolina Career Readiness Certificate, most offer this credential through their
continuing education or non-credit programs or in partnership with their local workforce boards
although some include it in their technical programs. Respondents report that this credential may be
paid for through grants, by students, or through federal or state workforce training programs. Cost
was raised as an issue regarding the use of the NCCRC for credit students.
The most frequently cited reason for offering the NCCRC to manufacturing students was that local
employers were supportive, interested and/or aware of the credential (20 colleges). Some college
respondents noted that local employers are asking for the NCCRC in the hiring process with their
workforce partners and it had value to potential employers considering relocating to the area. Other
reasons for adopting the state CRC was that “our president is a big proponent” and it “offers a better
standard baseline than a high school diploma.”
12
Manufacturing Education in North Carolina
Twenty colleges (48%) currently include the American Welding Society Certification system
credentials in their welding programs. The AWS system includes 18 distinct certificates, and was the
most commonly used industry-specific credential cited in the online survey. All twenty colleges noted
that their programs were aligned with its standards, and students are prepared within their programs to
sit for one or more of the exams.
Eight colleges currently offer one or more of the 48 National Institute for Metalforming Skills
(NIMS) certifications. Those respondents noted that their primary motivations for doing so are the
way the certificates complement current college curricula, colleagues recommended it and local
employers support it. Over half of the respondents suggested that the cost of this credential (as well
as other credentials) was a deterrent. One respondent stated that their programs don’t include these
credentials because they require too much education (e.g. a 4-year degree) and/or work experience in
relation to what the college currently offers in the program.
Only one of the responding colleges stated that they currently use the Manufacturing Skills Standards
Council (MSSC) Production Technician certification as an option in one or more of their
manufacturing programs. The college respondent indicated that the primary reason for offering it was
the support of local businesses, and several colleges indicated that they were exploring use of the
MSSC for future use. Every other respondent to the question about using the MSSC certification said
they “did not know” why it was not being used.
In response to a question about what factors had the greatest impact on not using industry
certifications, roughly half of all respondents said they “did not know.” Fifteen colleges raised
concerns about costs for industry certifications in credit programs, and ten suggested that business is
not yet interested in or supportive of industry credentials. Other reasons for not using industry
certifications included: no information, knowledge or awareness; students are not aware/interested;
the costs to certify instructors; and that certifications do not always complement current curriculum.
The majority of colleges (30) responding to the survey do not currently offer other manufacturingrelated, industry-recognized certifications, but eleven (11) colleges do. These include National
Council on Construction Education Research (NCCER) in electrical or trade programs, OSHA safety
or operational (e.g. forklift) certifications, Siemens Mechatronics Certification, MasterCAM, and a
variety of options in Lean, Six Sigma, and other quality assurance areas. One college prepares
students for the Society for Manufacturing Engineers (SME) Certified Manufacturing Technologist,
which is a part of the NAM system but typically offered through four-year institutions.
When asked to offer comments on implementing a statewide approach to industry-based
certifications, respondents focused on considerations of equity and funding. One respondent noted
that all programs in a particular occupational area across the state need to participate, and funding for
instructor certification and student test costs should also be included. Another suggested that federal
funding sources for manufacturing-related programs, such as Carl Perkins and Tech Prep, could be
used as leverage if they endorsed or encouraged industry-recognized certifications as a part of careertechnical programs.
13
Manufacturing Education in North Carolina
Question #3: What types of secondary programs currently provide education pathways for
manufacturing? Findings are based on responses to the online survey, state database, and webbased research of secondary program models.
North Carolina offers five primary models at the secondary level that serve as foundational skillbuilding opportunities for career pathways in manufacturing. These include Secondary Career
Technical Education (CTE) in manufacturing-related areas; Tech Prep/2+2 (dual enrollment); Early
College/Learn and Earn; Internships; and Apprenticeships. These program models, as they are
implemented in North Carolina, are briefly described in Appendix D.
Of North Carolina’s 82,294 high school graduates in 2008, at least 53 percent completed a
technical sequence of four career-technical courses. Over 20 percent completed requirements to
be both College Tech Prep and College/University Prep and approximately 25 percent completed
the requirements to be College Tech Prep alone.
While significant numbers of students in North Carolina are engaged in career technical
education and dual enrollment options, enrollment of students in manufacturing-related programs
has dropped every year for almost every program offered, as shown in Appendix E. The number
of high school students engaged in manufacturing programs dropped from 10,335 in 2006-2007
to 8,719 in 2009-2010.
Manufacturing-related CTE programs include: Printing and Graphics I & II, Electronics I & II,
Furniture and Cabinet Making I & II, Metals Manufacturing I & II, and Welding Technology I &
II. The annual rate of enrollment decline in these programs ranges from -12% to -26% over the
last five years. Moreover, student enrollment in all programs dropped dramatically between the
Level I and Level II courses.
In addition to specific structural models for linking secondary students into manufacturing
programs of study at community college and/or careers in manufacturing, North Carolina also has a
significant number of Curriculum Enhancement and Career Awareness Initiatives that provide
enriched learning experiences in math, science, critical thinking and problem solving skills critical
to success in the modern manufacturing workplace. These include several national program
initiatives includes Science, Technology, Engineering and Mathematics (STEM) high schools or
programs; Project Lead the Way, and FIRST Robotics, as well as several state-sponsored
initiatives, including Future Factory and Manufacturing Makes It Real. These Enhancement
Initiatives are described in Appendix F.
All survey respondents agreed that high school partnerships are an important pathway to their
manufacturing-related programs. When asked what high school program models were offered in
their region, respondents identified Career Technical/Vocational secondary programs (95%), Early
College (79%); STEM (44%) and Tech Prep/2+2 (43%) as most prevalent.
Nearly 90% of respondents described vocational/career-technical secondary programs as being one
of the most effective ways to prepare students for success in college manufacturing programs.
Internships at local manufacturing companies (50%) and dual-credit options (45%) such as Tech
Prep/2+2 also rated high. STEM programs and apprenticeship programs were also identified as
effective models for building skills of students enrolled in manufacturing-related programs.
14
Manufacturing Education in North Carolina
When asked about models that are effective in “feeding” students into college manufacturing
programs, vocational/career technical programs topped the list by far, with 38 (95%) of
responding colleges giving it the top vote. Tech Prep/2 + 2 programs were identified by 18
colleges (45% of respondents) followed by STEM and Early College also appeared to be
effective for nearly 30% of respondents.
Question #4: What linkages currently exist between community colleges and universities as
relates to manufacturing pathways? Data sources included the 2009 North Carolina Bilateral
Agreement Inventory and responses to the online survey.
Community college survey respondents had differing opinions regarding the importance of formal
articulation agreements between two- and four-year institutions. About a quarter (29%) said they are
very important, the majority (52%) thought they are moderately important and about a quarter (20%)
said they are not important. Fourteen colleges responded that many manufacturing degrees are
terminal and therefore do not need additional articulation with universities. On the other hand, for
programs such as engineering technology, articulation agreements are very important.
According to the 2009 Bilateral Agreement Inventory (NC Community College System and
University of North Carolina), 71 articulation agreements are currently in place with 45 of the 58
community colleges in manufacturing-related areas. Biotechnology and Electronics Engineering
Technology programs hold 26 each, while the majority of programs have none. Appendix G shows
the current career pathway progression in manufacturing-related programs, from certificates to
diplomas to AAS degrees to four-year articulations. With the exception of Electronics Engineering
Technology, few pathways currently exist.
During the SuccessNC Listening Tour, several colleges raised the point that there is no statewide
agreement to have AAS degrees articulate at the four-year level and maintained that doing so would
save a lot of effort by colleges and universities to do this on their own. AAS degree transfer
programs (primarily the general education courses required for a four-year degree) were cited by
one college as a way that community colleges can support alignment of their programs without a
formal articulation agreement for technical coursework. Another pointed out that it would be
helpful to have a centralized database to learn about what articulations are already in place.
When asked what factors helped facilitate articulation agreements with four-year institutions,
colleges reported that they were primarily driven by committed faculty or administrators who
pursued the partnership (60%), geographic proximity (40%) and strong industry support or demand
for upper-division skills (33%).
Barriers most often cited for lack of articulation agreements were complex university requirements,
including time and paperwork (42%), limited university partnerships (39%) and lack of university
interest (33%). Ease of the process was not a strong reason for pursuing articulation agreements
(20%). Faculty credentials were viewed by some as a barrier to articulation. Respondents stated
that university or department requirements such as a master’s degree to teach any transfer courses
limited the number of qualified community college faculty, many of whom had extensive industry,
rather than academic, credentials and experience. This issue also plays into SACS accreditation
requirements. Inaccurate perceptions or questions of community college course rigor were also
identified by respondents as a barrier for some programs to establish articulation agreements.
15
Manufacturing Education in North Carolina
Other initiatives that respondents identified as supporting manufacturing workforce development at
two- and four- year colleges and universities include: Entrepreneurship Programs, Business
Incubators and Technology Transfer initiatives.
Question #5: What other types of assets and partnerships currently exist in North Carolina
that support manufacturing pathways development? Information and data for answering this
question came from the online survey and web-based research.
Employers, workforce and economic development agencies, industry associations, and community
action organizations are some of the partnerships noted that support career pathways in manufacturing
education.
•
Fourteen out of forty-two colleges (33%) reported relationships with regional and/or state level
manufacturing associations or extension partnerships that support their manufacturing-related
programs. These included national associations that also provided industry standards or
certifications (American Welding Society, National Institute for Metalforming Skills, National
Fluid Power Association), professional associations (Association of Instructors of Machine Shops,
Society of Manufacturing Engineers, International Society of Automation), and regional partners
(North Carolina State Industrial Extension Service/ MEP, North Carolina Biotechnology Center).
See Appendix H for a listing of manufacturing associations and organization assets.
•
Nearly 80% of colleges identified at least one partnership with a major manufacturing firm in their
region. These partners represented a wide range of high-growth and high-demand sectors,
including aerospace/defense, food processing, textiles, transportation, energy, metals, plastics, and
secondary wood products manufacturing, biotechnology, and electronics.
•
Workforce investment boards and workforce development centers are also key partners for many
community colleges. Sixteen respondents cited local and regional initiatives with these partners,
including training services, job placement for graduates, and the North Carolina Career Readiness
Certificate.
•
Economic development partners at the local, regional, and state levels were also cited by eighteen
college respondents. In particular, the colleges’ manufacturing programs are key to industry
expansion, attracting new employers to the area, and retraining the current workforce, according to
survey responses.
•
Community organizations, including church programs (56%), school programs (63%),
YMCA/YWCA (40%), Big Brother/Big Sister (35%) and Job Corps (16%) were identified by
respondents as having effective strategies to support and engage low-income youth in college
manufacturing programs. The Boys and Girls Club, United Way, Urban League, and federallyfunded summer job programs for youth were also cited.
•
Several national and state level “transformation” initiatives intended to enhance the educational
experience among low-income youth were identified as part of this asset mapping process and are
highlighted in Appendix I.
16
Manufacturing Education in North Carolina
New Credentials Database
In the process of answering the five questions above, considerable data was collected related to
manufacturing-related programs offered by the North Carolina Community College System
(NCCCS). Currently, the NCCCS maintains a common database identifying all currently-approved
associate degrees and most diploma programs offered by the state’s 58 colleges. However, lessthan-one-year certificates are not currently tracked at the state level since most are developed – or
eliminated – based on local employer demand.
Because certificates and diplomas are critical “stepping stones” in the career pathways development
process, collecting information and data on these offerings was a critical component of evaluating
the readiness of the state to adopt a statewide certification system and to transform manufacturing
education.
Certificate titles were gathered through reviews of all college websites and then information on all
levels of programs were validated by the colleges through a survey and then this information was
used to create a new database.
With the addition of the certificate information, NCCCS is now positioned to evaluate the totality of
credit programs offered, which in effect constitutes the infrastructure on which the state can build its
statewide manufacturing certification system. Colleges will be able to see where common skill areas
exist across the state and determine how to best collaborate in order to meet employer needs and
align with economic development priorities.
“The North Carolina Community College System is committed to providing a world-class, technology-savvy workforce
that has the skills North Carolina businesses, including advanced manufacturers, need now - and in the future. This study
provides our colleges with recommendations that will help strengthen our education and training programs, promote
work toward seamless career pathways from high school through higher education, and continue to strengthen our
support of emerging high-growth industries.”
Dr. Scott R. Ralls, President, North Carolina
Community College System
17
Manufacturing Education in North Carolina
Analysis and Recommendations
The following analyses and recommendations are drawn from the data and information collected for
this report. To reflect the linkage of the Super CIP initiative and possible launch of a statewide NAMEndorsed Skills Certification initiative, the recommendations are organized under those headings. To
show how the recommendations, if implemented, would support SuccessNC, each recommendation is
cross-walked to the primary SuccessNC goals. Some recommendations support more than one goal,
and therefore would bring a relatively greater return on investment. SuccessNC goals are defined as:
Student Success: Increase the number of NC students with a credential or degree leading to
successful employment, an improved quality of life and continued educational attainment;
Student Access: Develop policies and practices that provide increased opportunities for students to
successfully navigate through post-secondary education and training; and
Program Excellence: Examine the rigor and quality of all learning opportunities to ensure that
successful completion equates to a rewarding job or more education
RECOMMENDATIONS: SUPPORTING THE SUPER CIP
Develop a framework for rationalizing the myriad of AAS (292), diplomas
(213) and certificates (479) in manufacturing into a reasonable set of
common core programs and specialties. Many programs appear to share
Student
Success
X
Student
Access
Program
Excellence
X
X
X
X
X
X
X
X
significant common content, and yet have many variations in terms of titles at the diploma
and certificate levels, e.g., Industrial Systems Technology, Industrial Systems,
Mechanical, Industrial Systems, Basic Maintenance)
Identify and eliminate unnecessary overlaps/duplication of program
offerings. Evaluate current statewide program offerings relative to projected labor
market demand and emerging growth industries. Determine if outdated programs need to
be eliminated/scaled back and if certain programs are saturating market need.
Identify and enhance critical gaps in program offerings. Examine the low
numbers of program offerings in many emerging “green” technology areas such as
Automation Engineering Technology and Laser and Photonics Technology. Determine
why some manufacturing-related programs are no longer offered at any NC community
college, and whether they should be supported and revived based on local economic
demand or dropped completely from state offerings. Develop consistency among colleges
regarding development of credentials in emerging fields.
Explore articulation issues and barriers between community colleges and
four-year institutions relative to manufacturing programs. The majority of
manufacturing programs have no articulation agreements. Concerns, misperceptions,
and opportunities regarding rigor of course content, faculty experience/ expertise and
university relationships need to be aired and resolved as appropriate.
X
Revisit the comprehensive articulation agreement with UNC because of
changing system requirements. Consider a General Education Core that transfers
X
as a block to any UNC institution. Consider a core of technical programs that build
cross-cutting skills and transfer as a block to relevant engineering programs.
Explore alternative models of instructional delivery in manufacturing.
Alternative delivery modes such as online and workplace-based instruction, particularly
in emerging industries, expand college capacity to provide training in manufacturingrelated areas. Employer partnerships have the added benefits of creating a cohort and a
direct application of skills, and can serve as feeders to the campus-based programs.
Include professional development for faculty in these alternative ways of teaching.
X
X
X
18
Manufacturing Education in North Carolina
Consider developing “mentor colleges” in specific program areas. To support
capacity building and program development in emerging technologies as well as the
“greening” of curriculum in more traditional programs, the state should consider pairing
colleges of greater and lesser infrastructure and capacity in a mentor-like relationship. A
model for this already exists in the ISA Level III initiative.
X
Review and update existing state databases of program information. This
X
X
X
X
X
X
X
X
X
X
X
X
X
study determined that current databases of information related to degrees, diplomas,
certificates and articulations have significant inaccuracies. In order to achieve its
objectives, the Super CIP process must be based on accurate and current data.
Develop a sustainable system to collect and maintain comprehensive
program information on a more consistent basis in the future. The state does
not currently track “local” data and information on less-than-two-year programs; yet
those diploma and certificate programs are essential components of a career pathway
system that ensures long-term student access and success.
RECOMMENDATIONS: ESTABLISHING A SKILLS
CERTIFICATION SYSTEM IN NORTH CAROLINA
Launch a statewide certification initiative with a focus on Welding. Welding
currently has the largest number of career pathway options (certificate, diploma and
AAS) of any manufacturing program. Nearly half of the colleges responding to the survey
have already incorporated the American Welding Society (AWS) certification into their
Welding programs, and have aligned their curriculum with certification requirements.
Involve all programs and pay for instructor certifications to ensure access and equity.
Establish more AWS certified testing sites so more students can actually earn AWS
credentials.
Focus the next phase of statewide certification implementation on three
program areas: Industrial Systems Technology, Machining Technology, and
Mechanical Engineering Technology. These programs are offered by significant
numbers of colleges, have established educational pathways, and are high-demand
occupations across multiple manufacturing industries. Moreover, Forsyth Technical
College piloted these programs as part of the NAM-endorsed Manufacturing Skills
Certification, so curriculum has already been aligned to industry certification
requirements and implementation issues have been addressed.
Ensure that all colleges statewide have equal access to resources (including
funding for instructor certification and student costs, if covered) and
consistent minimum outcomes for programs. When statewide roll-out is
considered, build on existing best practice, but level the playing field so all colleges – and
therefore all students - are given equal opportunity to participate.
Encourage colleges that prepare students for certifications, but do not
facilitate the actual taking of exams, to add that extra step. A number of
colleges have aligned their curriculum with certification requirements but students are
left on their own to schedule, take and pay for certification exams. Such colleges offer
“low hanging fruit” and should be supported in taking extra steps to make needed links
with certification sponsors.
X
Support efforts to launch an employer outreach campaign regarding the
benefits of certification. Many colleges identified a perceived lack of demand by
employers as a barrier to adopting some certifications. The Manufacturing Institute has
developed an employer campaign that can be used by colleges as a tool to address that
issue.
X
19
Manufacturing Education in North Carolina
Launch a college outreach campaign regarding the benefits of industry
certifications. Nearly half of the colleges responding to the survey said they “did not
X
know” why the college did not use industry certification and cited “no information,
knowledge or awareness” as another factor. An informational campaign targeted to
college administration and manufacturing faculty would address this gap.
Use the North Carolina Career Readiness Certificate (NCCRC) as a
“bridge” between credit and non-credit manufacturing-related programs.
The state Career Readiness Certificate serves as a foundational skill certification, but is
currently provided mainly through non-credit or continuing education programs, and not
in technical college degree programs. As a baseline certification for credit
manufacturing programs, the CRC could serve as the foundation for a series of
“stackable credentials” and also as an access point for workforce development partners
and employers.
Establish standardized credit “equivalency” for the various industry-based
certifications. Beginning with the NCCRC, industry certifications can serve as a
mechanism for bridging non-credit and credit arenas. By establishing a set number of
credits for specific certifications, students who earn industry certifications through noncredit venues can be assured they will have advanced standing when they pursue
additional college credentials.
X
X
X
X
X
X
X
X
X
X
X
X
Explore adding industry and military certifications to college transcripts.
Tracking and displaying industry-based and military-awarded credentials serves as
public acknowledgement and validation of skills attained through alternative training
venues. Listing such credential is also another strategy for bridging the gap between
credit and non-credit arenas.
Create more bridge programs with embedded technical and applied
foundational skills. Students in Developmental Education or Adult Basic Skills can
“feed into” college manufacturing programs, particularly if they are provided with
contextualized instruction that teaches math and reading/vocabulary relevant to the
manufacturing workplace. Numerous national models and applied manufacturing
curriculum exist, as well as effective practices in North Carolina such as Central
Piedmont’s Pathway to Employment (Listening Tour Notes, 11/18/10).
Address declining enrollments in high school manufacturing-related
programs. Secondary programs serve as important feeders to community college
programs and serve as a critical foundation to creating robust manufacturing education
pathways from secondary to post-secondary opportunities.
Increase opportunities for exposing high school students to college
manufacturing-related programs by bringing them to college campuses. In
addition to the established models for linking high school and community college
programs of study, colleges should explore other career awareness and experiential
activities. Transport students after school to earn college certificates in specific
programs (Fayetteville Tech and Edgecombe CC models, Listening Tour 11/18/10) or
host summer career camps with college faculty using campus facilities or with local
employers.
X
X
20
Manufacturing Education in North Carolina
Conclusion
Is North Carolina ready to launch a renaissance of manufacturing education? The answer: Not
quite yet, but they will be in an extremely strong competitive position after completion of the Code
Green Super Curriculum Improvement Project (Super CIP) and continued implementation of
many of the education transformational initiatives currently underway.
The findings of this study suggest that North Carolina has a significant set of assets to support the main
tenets of a renaissance in manufacturing education: integrated learning paths, STEM skills, “on” and “off”
ramps to life-long learning systems, and industry credentials aligned with educational pathways. Those
assets can be mapped against a modified Department of Labor Competency Model on which the NAMEndorsed Skills Certification System is based, as illustrated on the next page, and will facilitate and
accelerate statewide integration of the NAM-Endorsed Manufacturing Skills Certification System into
community college programs of study that can result in more accessible postsecondary education and
credentials for low-income youth.
However, this study also pointed out that there is work to do. Major issues include:

Data Reliability: In order to make effective, data-driven decisions, data sources need to be
current and reliable.

Secondary Career Tech Programs: Enrollments in manufacturing-related career technical
programs have declined significantly over the past five years.

Community College Manufacturing Programs: Enrollments in certificate, diploma and AAS
degrees in manufacturing programs are clustered in a relatively few areas; programs in some areas
appear redundant and duplicative; specialty programs in areas of emerging technology need to be
strengthened.

University Articulations: Articulations with four-year institutions are focused in two program
areas; numerous barriers, both real and perceived, were identified to negotiating pathway
agreements between community colleges and universities.
“North Carolina is to be congratulated for its strategic efforts to catalyze a transformation of manufacturing education.
By identifying and leveraging its many public and private assets, the state is creating the kind of educational environment
where manufacturers want to do business.”
Emily DeRocco, President, The Manufacturing Institute and
Senior Vice President, National Association of Manufacturers
21
Manufacturing Education in North Carolina
A Career Pathways Map of North Carolina Manufacturing Assets
Career Technical Education Career Internship
Industrial Apprenticeship
Customized Training
Four-Year University Articulations College Tech Prep
Cross-Cutting Technical/STEM Knowledge and Skills
NC STEM
NC Project Lead the Way
FIRST Robotics
College Tech Prep
Super CIP Core Curriculum
Career Technical Education Early College Learn and Earn
Foundational Knowledge and Skills
Career Technical Education
General Internship
College Tech Prep
Manufacturing Career Pathways
Manufacturing Educational Pathways
Specialty Knowledge and Skills
Career Awareness/Feeder Systems
Manufacturing Makes It Real
Future Factory Adult Basic Education Bridge
Military Programs
Jobs NOW
Workforce Development Boards
Transformational Initiatives
NC New Schools Project
Developmental Education Initiative
Ready – Set- Go
Achieving the Dream Post-Secondary Success/Completion by Design Jobs for the Future
Manufacturing Partnerships
Department of Commerce Industry Sector Teams Chamber of Commerce Manufacturing Council
Manufacturing Extension Partnership Science and Technology Board NC Technology Association
NC Bioscience Trade Association NC STEM Collaboration Regional Economic Development Councils
22
Manufacturing Education in North Carolina
A common theme that emerged throughout the study was the importance of foundational and crosscutting skills. Manufacturing workforce systems that emphasize critical foundational and cross-cutting
technical skills provide ultimate flexibility and agility, in that they position institutions to serve all
potential emerging industries.
Foundational skills - and the industry-based credentials that support them - are an asset on which to build
future opportunity. They position colleges to be able to respond to what is needed and what various
industries want. Specialty training, as needed, can be built on top of the foundation. A strong
foundational curriculum across all colleges helps build a talent pool that can survive the turbulence
of the economic winds, and positions the region to maintain a competitive position in terms of talent
development.
The Code Green Super Curriculum Improvement Project (Super CIP) is intended to rationalize and
streamline over 120 programs across North Carolina’s 58 community colleges in projected high-growth
and emerging industries by identifying common core skills, streamlining specialty programs,
standardizing curricula and reducing redundancy. That effort will lay the groundwork and build the
capacity for implementation of statewide adoption of a manufacturing skills certification system.
Recommendations offered in this report are intended to strengthen both of these initiatives and,
ultimately, to support the three primary goals of SuccessNC: student success, student access and program
excellence. As a result of the strategic assessments, investments and visionary planning taking place
within the North Carolina Community College System, the state is extremely well positioned to lead the
national renaissance of manufacturing education.
23
Manufacturing Education in North Carolina
APPENDIX A: Data Sources and Tools
North Carolina Community College System (NCCCS) Education Catalog (July 2010) – used to
identify currently-approved credentials (primarily AAS degrees) in manufacturing-related college
programs;
North Carolina Community College System (NCCCS)/University of North Carolina (UNC)
Bilateral Inventory (2009) – provided information on all approved articulation agreements between
manufacturing-related community college and university programs;
North Carolina Community College Websites – screened to gather additional information on
existing degree, diploma and certificate options in place at each college;
Online Survey – developed in Survey Monkey to gather information from community colleges on
key research questions; link and request for response distributed through the North Carolina
Community College System;
One-Page Program Summaries – developed with information gathered from other research sources;
distributed to all 58 colleges with instructions to confirm or revise information provided about their
current credentials;
Website Searches – provided a means of gathering additional information about program models,
other state initiatives, manufacturing associations, industry partnerships, and other materials related to
the Key Research Questions;
Notes on the Success NC Listening Tours
Personal Interviews:
o
Matthew Meyer, Associate Vice President, Instruction and Biotechnology,
North Carolina Community College System (NCCCS)
o
Cynthia Liston, Consultant
Success NC Listening Tours
o
Dr. David Barbour, Education Consultant
North Carolina Department of Instruction
24
Manufacturing Education in North Carolina
APPENDIX B: Distribution of Manufacturing Programs (AAS, Diploma, Certificate)
25
Manufacturing Education in North Carolina
APPENDIX C: Approved/Active Manufacturing AAS Degrees
26
Manufacturing Education in North Carolina
APPENDIX D: Secondary Program Model Assets
Career and Technical Education – The mission of the North Carolina secondary Career and Technical
Education (CTE) is to empower all students to be successful citizens, workers and leaders in a global
economy. Of the approximately 425,000 students enrolled in 568 public high schools, slightly more than
300,000 students (73 percent) are enrolled in CTE, although enrollment in manufacturing-related
programs has continued to decline over the past five years. North Carolina currently follows the 16
Career Clusters. Manufacturing-related programs of study include: Printing and Graphics I and II;
Electronics I and II; Furniture and Cabinetmaking I and II; Metals Manufacturing Technology I and II;
and Welding Technology I and II.
College Tech Prep Program – A college Tech Prep program in North Carolina consists of a program of
study that combines 2 years of secondary education with a minimum of 2 years of post-secondary
education. Tech Prep integrates academic and technical instruction to prepare students for a high-demand
and/or high-wage occupation. Programs can lead to technical skill proficiency, an industry-recognized
credential and an academic certificate or degree, leading to placement in employment or further
education. Tech Prep is referred to as 2+2 or Dual Credit/ Enrollment in some districts.
Early College Learn and Earn High Schools – This model program provides high school students
opportunities to earn college credits free of charge while still enrolled in high school and is at the heart of
the state’s dropout prevention effort. Each school in the Early College High School Initiative is a
partnership between a school district and a postsecondary partner and embraces a set of common
objective and characteristics. North Carolina is home to 60 Learn and Earn Early College High
Schools, 50 of which are located on community college campuses.
Internships – Internships in North Carolina public schools refer to work-based learning in which a
partnership is established among the schools, the employer or business, and the student for the purpose of
providing practical education to the student through productive work opportunities. Internships can be paid
or non-paid, and are offered in many areas of North Carolina state government agencies. A General
Internship allows a student to receive hands-on experience and gain general information, while a Career
Major Internship directly relates to classroom instruction and career focus.
Apprenticeship Training – Apprenticeship is structured vocational skill training in a given job through a
combination of on-the-job training and classroom instruction. North Carolina apprenticeship programs
provide work-based opportunities through a partnership among high schools, community college, NC
Dept of Labor Apprenticeship and Training Division and employers. A wide variety of manufacturingrelated occupations have an apprenticeship pathway.
27
Manufacturing Education in North Carolina
APPENDIX E: Manufacturing-Related Secondary Career-Tech Courses
28
Manufacturing Education in North Carolina
APPENDIX F: Curriculum Enhancement and Career Awareness Assets
STEM (Science, Technology, Engineering and Math) – The North Carolina New Schools Project
(NCNSP), in partnership with others in business, government, philanthropy and education, is developing
a network of innovative high schools (currently 14) focused on STEM. Key strategies include
strengthening instructional practices and building a more effective, challenging curriculum that
emphasizes connections across mathematics and science, heavily integrates technology, and engages
students in the engineering design process. The Bill and Melinda Gates Foundation funded technical
assistance to NCNSP through the Teaching Institute for Excellence in STEM (TIES), which coordinates
an annual Student STEM Symposium to bring together teams of 2-4 students from each STEM school to
present original research and projects.
Project Lead The Way® (PLTW) – NC Project Lead The Way seeks to help NC schools provide students
with the opportunity to develop the knowledge and skills required to pursue careers in science, mathematics,
engineering and technology-related fields. Through an engaging, hands-on curriculum that promotes STEM
education, PLTW encourages the development of problem-solving skills, critical thinking, creative and
innovative reasoning, and a love of learning. Thirty-two high schools in North Carolina currently offer the
PLTW Pathways to Engineering curriculum.
FIRST (For Inspiration and Recognition of Science and Technology) – FIRST is a not-for-profit
organization designed to engage young people in exciting mentor-based programs that build science,
engineering and technology skills; that inspire innovation; and that foster well-rounded life capabilities
including self-confidence, communication, and leadership. NC FIRST Robotics engages students in the
creative ‘hands-on, minds-on’ process of technological innovation through the FIRST LEGO League (FLL),
FIRST Tech Challenge (FTC) and FIRST Robotics Competition (FRC). NC FIRST with NC STEM to
promote their efforts and various robotics competitions held throughout the state.
Future Factory – Future Factory is an exciting and entertaining educational game in which students take the
role of a bright young college student recently placed in charge of an advanced manufacturing facility and
asked to help find solutions to the world energy crisis. The goal of Future Factory is to reach students in
North Carolina and spark their interest in Advanced Manufacturing education and careers.
Manufacturing Makes It Real Bus Tour – The week of September 27 to October 1, 2010, was
proclaimed “manufacturing Makes It Real” week by Governor Beverly Perdue. A weeklong bus tour
traveled the state to recognize the state’s manufacturers, their products and their employees. The tractortrailer traveling museum of products “made real” in North Carolina is produced by the Industrial
Extension Service (IES), which is part of the College of Engineering at NC State.
29
Manufacturing Education in North Carolina
APPENDIX G: Program Credentials and Articulations Summary
30
Manufacturing Education in North Carolina
APPENDIX H: Program Credentials and Articulations Summary
North Carolina Department of Commerce Industry Sector Teams – Teams of experts in specific
industry areas ensure that communities have the resources and information they need to support or attract
industry. To supplement the efforts of current industry initiatives, the Department of Commerce has
created teams of experts in specific industry areas that partner with businesses and institutions of higher
learning to ensure that communities have the resources and information they need to support or attract
industry in virtually any area.
North Carolina Chamber of Commerce Manufacturing Council – Comprised of manufacturers from
across the state, the Council is the state affiliate of the National Association of Manufacturers. With input
from Council members, the North Carolina Chamber works with federal and state elected officials to advance
the needs of manufacturers and their employees and looks for solutions to ensure the competitiveness of the
manufacturing sector.
North Carolina Economic Development Intelligence System (EDIS) – Link includes building and site
information, community demographics by city, region and state, business data in a variety of sectors, and
interactive maps.
North Carolina Manufacturing Extension Partnership (NCMEP) – Based at North Carolina State
University and functioning as the Industrial Extension Service (IES), the NCMEP have a focus on lean
practices, Six Sigma, environmental, safety and health management practices.
Science and Technology Board – As a State-authorized advisory board administered by the North
Carolina Department of Commerce, the North Carolina Board of Science and Technology encourages,
promotes, and supports scientific, engineering, and industrial research applications in North Carolina.
North Carolina Technology Association – The North Carolina Technology Association's mission is
Making North Carolina Number One in Technology and Technology Number One in North Carolina. The
organization does this through three main focus areas: executive engagement, public affairs and
knowledge workforce.
North Carolina Bioscience Trade Organization (NCBIO) – NCBIO is North Carolina's state-level affiliate
of the national Biotechnology Industry Organization. Together, the two groups advocate federal, state and
local public policies designed to help the bioscience industry fulfill its promise as a source of economic
opportunity and improved life quality.
North Carolina STEM Collaboration – NC STEM (science, technology, engineering and math)
Community Collaborative aligns communities’ strengths with state and national needs in STEM-related
training programs.
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Manufacturing Education in North Carolina
APPENDIX I: Education Transformational Assets
National Initiatives Implemented in North Carolina
Achieving the Dream – A national initiative funded by the Lumina Foundation for Education, Achieving
the Dream aims to increase the success of community college students, particularly those who have been
traditionally under-served by higher education, including low-income and students of color. North Carolina
helped to spearhead the national effort, and three North Carolina community colleges (Durham, Guilford and
Martin) have been named as “leader colleges,” which means they have demonstrated systemic institutional
improvement.
Postsecondary Success / Completion by Design – Funded by the Bill and Melinda Gates Foundation, the
Postsecondary Success Strategy aims to dramatically increase the number of young adults who complete their
postsecondary education, setting them up for success in the workplace and in life. Completion by Design, a
signature initiative of the Post-Secondary Success Strategy, is a five-year community college reform effort
focused on increasing the proportion of and pace by which low-income young adults progress to postsecondary credentials and degree completion. North Carolina is one of five participating pilot states.
Developmental Education Initiative – Funded by the Bill and Melinda Gates Foundation, this initiative
invests in the development and expansion of groundbreaking remedial education programs that are key to
boosting college completion rates of low-income students and students of color. Guilford Technical received
a sizeable grant to provide intense advising and case management for remedial students; to create a new
Learning Assistance Center; and to expand several services.
Jobs for the Future (JFF) – Jobs for the Future develops, implements, and promotes new education and
workforce strategies that help communities, states, and the nation compete in a global economy. North
Carolina is one of only three states making progress on all six JFF policy elements, including Accelerating
Preparation for Postsecondary Success: States should explicitly include underrepresented and at-risk students
in their strategies for accelerating students to high school graduation and postsecondary success.
State Initiatives
Career and College – Ready, Set, Go is Governor Beverly Perdue’s education framework for addressing the
educational challenges facing North Carolina, with a goal of preparing every student to be college or career
ready after graduating from high school. Key Educational Governing Boards will work together and set
policies that support achieving critical metrics, including: increase the number of students taking college
credit courses while in high school; graduating from high school; going to college; and completing a degree
from community colleges, colleges and universities.
North Carolina New Schools Project (NCNSP) – Working with more than 70 districts and over 100 high
schools across the state, the New Schools Project helps transform education for the 21st century by creating
schools that are designed to succeed. NCNSP partners with teachers and administrators to build the essential
knowledge and expertise required for educators to challenge and support students so they finish high school
ready for college, careers and life.
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Manufacturing Education in North Carolina
This study was made possible by a grant from the Manufacturing Institute of the
National Association of Manufacturers to the North Carolina Community College
System and administered by Forsyth Technical Community College.
Project Team
Audrey S. Theis, Ph.D., President, Key Links, Inc.
Eileen Casey-White, Ed.D., President, Connecting Consulting, Inc.
Kimberly Sgroi, Research Assistant
Melissa McVeigh, Editor
Jennie Rodriguez, President, Twirl Advertising and Design, Survey and Layout
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