Career Preparation Innovation

Description (Course Outline)

IET 216: Facilities Layout Course Content

Lab: Plan MH needs, Project report requirements, Manpower needs and costs

Project Description: Facilities Layout

• The facility must be able to produce, at any time, any one of 256 similar products from one basic casting. Lot sizes for each production run will not exceed 200 parts per lot.
• A 5% scrap rate.
• Two shift operation (10% wage premium for second shift).
• Holidays that the plant will shut down for include New Year's Eve, New Year's Day, Good Friday, Memorial Day, July 4th, Labor Day, Thanksgiving, and seven working days at Christmas.
• Two-day supply of both raw material and finished goods.
• One backup set for all tooling, dies, jigs, fixtures, and quality control instruments needed.
• You must plan to be able to double plant capacity within five years without causing disruption of the original manufacturing operations.
• A complete resetup of each machine after 5,000 pieces.
• During each shift there will be a 30-minute lunch (dinner) break, two (2) 10-minute rest breaks, and a 15-minute cleanup break.
• Straight line depreciation for five years on all equipment and furniture purchased.
• Straight line depreciation for ten years on the costs of construction for a new building.
• All tools, dies, jigs, and fixtures will be expensed in the year of purchase.
• You will be required to purchase four times as much land as the original site calls for.
• Wage and salary benefits of 40% of direct wage and salary costs.

The instructor may change or add to the assumptions as need be.

Your final report shall be in two parts.

1. A written report supplying the information listed below:
   • A layout drawing of the plant site.
   • A detailed drawing of the office and factory layout.
   • A written section describing your overall layout, the material handling system, and how it works.
   • A total cost summary of all costs and the per year average for the next ten years.
   • A list of all direct and indirect labor by shift and the cost/year for this labor.
   • A list of all salaried people and their cost/year.
   • An estimate of total direct material cost for finished goods.
   • An estimate of total scrap cost.

   • A complete list of all production machinery needed and its cost.
   • An estimate of the cost of freight and installation of all equipment.
   • A complete list of all furniture needed and its cost.
   • A complete list of all dies, jigs, fixtures, and quality control instruments needed.

   • A list of all material handling equipment needed and its costs.
   • A complete list of all packaging material needed and its cost.
   • An estimate of total site development, land, factory, and office construction costs.
   • An estimate of total setup time by machine type.
   • An estimate of total benefit costs.
   • A completed flow process chart.
   • A flow diagram drawn on the factory layout drawing.
   • A calculated cost per completed part.

     The instructor may change or add to these requirements as needed.

     This report should be typed and prepared in a professional manner suitable for submission to the Board of Directors of a large manufacturing company. It is recommended that, wherever possible, pictures, diagrams, charts, and so on, be used.

2. An oral report covering the information listed above. Your team's role should be that of a group of engineers making a project report to the firm's Board of Directors. Your presentation preparation, dress, and so on, should be done with this role in mind.

The project will be graded upon how well your team meets the requirements detailed above and how well the plant layout and material handling techniques and principles presented in class are applied in the project. Only grades of "A," "B," or "F" will be assigned.

Career Preparation Innovation

Description

Real World Activities in the Classroom

The laboratory activities associated with the final sequence of courses were completely restructured to create a "real world" atmosphere. The learners enrolled in this capstone series are organized into small engineering design teams. Teams design a microcomputer controller for a device to track the sun across the sky. Each engineering team submits for guidance and consultation a timeline for the activities needed to construct, test, and present the prototype design. This timeline would include such items as initial design draft, final design, component vendors (three vendors are required; if a vendor goes out of business, you need ready information for additional sources for components), prototype assembly dates, and the date unit will be ready for final testing. In addition to the timeline documentation, each engineering team uses designing software to generate a schematic diagram for their design. The engineering teams purchase the components needed for their microprocessor interfacing prototype. Once the unit is operational, the professor inserts faults (i.e., cutting wires, switching components, and so on) in order to sharpen troubleshooting skills. Finally, the engineering team members orally present their prototype solution and its design to their classmates.

The incorporation of the five competencies of SCANS is quite obvious in this design project. The team member identifies, organizes, plans, and allocates the necessary resources for the project. Interpersonal skills are sharpened in working with fellow team members. The nature of the project requires each team to research design information and incorporate it into their microcomputer controller project. A sun tracking device incorporates a variety of technologies, including optics, motors, and limit switches. The team members must develop an understanding of how these various technologies fit together to form an efficient sun tracking system. Finally, the teams work with a variety of technologies--from the schematic capture software to generate the schematic, to the use of a logic analyzer in the analysis of the design, to the use of a ROM programmer to program the firmware.

The importance of being able to work/study in a "real world" atmosphere is a very valuable component in the development of a technical student. The excitement of taking responsibility for the design and construction of their team's microprocessor project is electrifying. The communication skills necessary to contribute positively to the teams efforts are sharpened. The conscientious manner in which the students work with components that they purchased is a valuable skill indeed. The organizational skills needed to meet the commitments of the submitted timeline are also brought into play. The "real world" opportunities provided in this course attract many graduates of local four-year engineering programs. Many engineering graduates have the theory but are lacking in the practical aspects of engineering. The integration of our technical students and the engineering graduates provides an added bonus to our technician students.

DOMAIN:	Systems/Work Organization
MODEL:	Linked: Connecting mechanism for work-based learning
STRATEGY:	Independent planning and delivery
COLLEGE:	La Guardia Community College, New York
CONTACT:	Paul Saladino (718/482-5220)

Career Preparation Innovation

La Guardia Community College requires a minimum of two cooperative education experiences for all degrees, with an Integrative Seminar which connects the work-based component with school-based learning. This Integrative Seminar is designed for students with any major, including Liberal Arts.

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Description (Course outline)

The purpose of this seminar is to enable the student to become an "analytical observer" of his or her internship setting and to demonstrate the role that the team process plays in American culture, both in society and in the workplace. The seminar will also introduce the concept of Service-Learning, providing an opportunity for students to reflect upon their community service experience.

Performance Objectives

• To compare and contrast personal cultural values with those of the internship setting and the broader community.
• To analyze elements of organizational structure.
• To identify leadership styles.
• To identify and evaluate situations involving leadership, decisionmaking, and values at the workplace.
• To identify teamwork experiences and to analyze elements of the group process.
• To interpret different life experiences so as to enrich his or her own perspective.

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Sample Learning Activity

Guidelines for the Agency Profile

An Agency Profile will provide an in-depth analysis of the organization you are completing your internship at, and will provide an opportunity for you to critically reflect upon the agency's role in relationship to the community it serves and on your role in the organization. During the final class meeting, you will be asked to present a one minute summary of your internship site which will be videotaped and graded. You might think of it as doing a "TV Commercial" about your agency or organization.

The following format should be followed for the Profile:

• Identify the Mission Statement of the agency.
• Provide a brief description of your agency, including information on clientele, funding, size (# of employees), physical setting, and so on. Provide demographic facts about both clients and employees: age ranges, ethnic diversity, educational backgrounds.
• Critically analyze the topics of this seminar as they relate to your work site, making special note of Values, Culture, Organization, Decisionmaking, Leadership Styles, and Ethical Issues. Use the weekly assignments from the text as a guide.
• Interview one direct service provider at your agency. Choose someone you consider "an agent for social change." Ask about his or her education and preparation for his or her career. Do he or she consider him- or herself to be successful? Do he or she take risks? What type of leadership style best fits him or her? What are some of the problems facing workers in this profession? How important is communication on the job? What impact do he or she make upon the community being served? How do he or she feel about that community? What changes have taken place in the community? How do he or she feel these changes have affected the community?
• Assess the affect of Community Resources (identify strengths and areas of need). This might include an impact analysis of the following resources: Social Service, Housing, Police, Recreation, Education, Employment, Transportation, Health, and Food Services.
• Provide a description of the scope of your responsibilities and your personal role within the organization.
• Reflect upon how your own service experience has changed your perception of the people your agency serves; the professional staff at your organization; and, most importantly, yourself.
• Using the Service-Learning Reader, Reflections and Perspectives on Service (NSEE, 1995), which is on reserve in the Library, choose one reading and incorporate your reflection of the reading into your analysis.
• Describe the most valuable thing you learned from your work experience. How has it changed you? What did you learn about you that surprised you? How are you different from when you began? What have you gained and what have you given?

"Knowledge must come through action." (Sophocles)

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DOMAIN:	Foundation Academics/Work Organization
MODEL:	Linked courses
STRATEGY:	Joint planning and delivery
COLLEGE:	Southeastern Community College, Iowa
CONTACT:	Bonnie H. McDonald (319/752-2731)

Career Preparation Innovation

This second semester technical writing course is the connecting mechanism for capstone and internship programs in Mechanical Technology and Computer Programming. The writing activities center around the development and documentation of student projects.

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Description

ENG153: Technical Writing II (3 credits)

Course Objectives: The student will continue to refine and develop technical writing skills, concentrating on the preparation of at least three major reports; learn the function of the formal report apparatus and specific related correspondence; expand his or her library research skills by learning the specific techniques of note-taking, preparation of a bibliography, and documentation; prepare a proposal for his or her term shop project in Prototype Design and Construction; use correct research procedure through the preparation of a formal analytical report on a technical subject; demonstrate his or her ability to function effectively in a team-writing situation through the preparation of an analytical report (as required); and prepare a comprehensive process description of the design and construction of a term project in Prototype Design and Construction, using data from personal notes, lab reports, and so on, to supply specific details.

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Sample Learning Activity

Analytical Report of Term Project/Term Internship

Using the two previous reports (proposal and comparison of products), report in narrative form your term project/term internship experience. The elements are to include Purpose of project/practicum, including supplements of Evaluation Criteria, a Pie Chart showing relative amounts of emphases for project, and Equipment Analysis; Background; Scope, including overview of the Environment, Your Duties and Responsibilities, Required Skills, and Training; Required Projects for Completion; Evaluation Criteria; Implementation, including Plan of Attack, Schedule, Facility Requirements, and Personnel Responsibilities; and a Conclusion.

Report events as they actually happened. Recognize that in Report #1 you proposed an analysis; and in Report #3 you present an analysis. You will narrate how you completed this project/internship (all of the items listed under Scope) either chronologically, categorically, or, for a comprehensive, effective presentation, a mixture of the two. Appendix must include a glossary of terms and personnel profiles. Submit the final paper using a letter of transmittal, title page, table of contents. table of figures/illustrations, informative abstract, report text, and appendices/supplements. The letter of transmittal is to include inside address; opening paragraph to include response to request for report; report includes body paragraphs discussing the reason/choice of project, skills utilized, worth and challenges of the project, and highlights of special interest; and concluding paragraphs acknowledges any assistance and/or expertise you received.

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DOMAIN:	Career Exploration
MODEL:	Infusion
STRATEGY:	Joint planning and delivery by faculty and counselors
COLLEGE:	Santa Barbara City College, California
CONTACT:	Jack Friedlander (805/965-0581)

Career Preparation Innovation

Career exploration activities which required use of the Career Center were incorporated into introductory courses across the curriculum.

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Description

Incorporating Career Development Activities into the Curriculum

The Career Center at Santa Barbara City College offers a full complement of services designed to help students clarify and achieve their career objectives. However, as with most commuter-based institutions, having students take full advantage of Career Center services has proven to be a challenge.

While traditional methods of promoting Career Center services (e.g., student tours of the facility as part of the orientation to college program, career-related workshops, classroom presentations to promote the Career Center, and part-time and full-time job listings at the Center) have contributed to increased use of the Center, they didn't result in a large number of students taking full advantage of its resources. To use the analogy of a library, students may have been encouraged to browse the stacks or check out a book, but they did not learn how to use the facility as a research tool.

In the 1992 Fall Semester, a cross-section of faculty teaching introductory courses across the curriculum, including ESL and basic skills, were asked to consider including assignments in their courses that require students to learn about the career and educational opportunities available to them in their disciplines. As of spring 1994, 29 faculty have incorporated research assignments in their courses requiring students to use Career Center resources. The following assignment, given to students in an Introduction to Business Administration course, is typical of the approach used by other disciplines.

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Sample Learning Activities

Students in Introduction to Business Administration are required to complete a research project that involves the following four components:

1. Complete a résumé worksheet and have it critiqued and signed off by a member of the Career Center staff.
2. View a videotape in the Career Center library on career opportunities and requirements in their major and/or area of interest. Write a one-to-two-page summary of the video's key points and their implications for the student's educational/career planning decisions.
3. Review the catalogs, located in the Transfer Center, of at least three four-year universities that offer a bachelor's degree in their major field of interest. Provide a photocopy of each program and a one-to-two-page synopsis of the requirements necessary to transfer to each institution and the costs/benefits of earning a bachelor's degree, versus entering the job market full-time after leaving Santa Barbara College.
4. Conduct an on-line search utilizing the EUREKA System to acquire current information on key factors concerning the occupational field the student is interested in entering. Provide a printout of the search and write a one-to-two-page synopsis of the information identified with respect to the following: (1) average compensation; (2) education and/or training required; (3) skills/experience required; and (4) economic outlook affecting one's employment potential after successfully completing the Associate degree, bachelor's degree, or withdrawing before completing a degree. A Career Center staff member is required to sign off on each of the four components of this project. This provides assurance that the student used the appropriate Career and Transfer Center resources and that a career counselor reviewed the student's career-planning materials.

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