Request for Information (RFI): Applied Bachelor’s Degree Programs
October 31, 2017
Request for Information (RFI): APPLIED BACHELOR’S DEGREE PROGRAMS Ohio Revised Code (ORC) 3333.051, enacted pursuant to Amended Substitute House Bill 49 of the 132nd General Assembly, directs the chancellor of higher education to establish a program under which community colleges, state community colleges, and technical colleges may apply to offer applied bachelor’s degrees. Though ORC 3333.051 is not effective until September 29, 2017, ODHE requests information from Ohio’s community and technical colleges that are interested in offering applied bachelor’s degrees. The ODHE staff will review all RFI submissions for compliance with specifications identified in ORC 3333.051 and for capacity to offer the proposed program. Before approving programs through the RFI process, the chancellor will consult with the Governor’s Office of Workforce Transformation, the Inter-University Council of Ohio, the Ohio Association of Community Colleges, and the Association of Independent Colleges and Universities of Ohio. If your institution is submitting information on more than one applied bachelor’s degree, please answer the following questions separately for each program. Responses to this RFI are due on October 31, 2017. Please note that this RFI will not be the only opportunity for colleges to submit applications for consideration; a second RFI is planned for the first quarter of 2018. Future opportunities will be available to accommodate colleges responding to existing and emerging workforce needs.
25 South Front Street Columbus, Ohio 43215
phone 614.466.6000 fax 614.466.5866 web www.OhioHigherEd.org
SECTION 1: EVIDENCE OF NEED
Current bachelor’s degrees which are related to industrial automation have not closed the skills gap of the region or the state as shown in the attached employer letters. To address this need, Sinclair College proposes the creation of the Bachelor of Applied Science degree in Industrial Automation. Ultimately, the Industrial Automation degree seeks to provide a pathway for current industrial automation technicians to advance to positions where they supervise and manage those functions.
1.1 Program Information •
Provide the name of the proposed program:
o Industrial Automation
Provide the six-digit CIP code (format: XX.XXXX) of the proposed program, if known:
o 15.0406 – Automation Engineer Technology/Technician
Provide the names of the ATS, AAB, and/or AAS programs upon which the proposed program is intended to build.
o Automation & Control Technology with Robotics – AMCT.S.AAS
1.2 Workforce Need and Other Program Availability •
Demonstrate that the proposed program meets the workforce need of regional business or industry in an in-demand field with long-term sustainability. Submit data from the Governor’s Office of Workforce Transformation as an appendix item.
Industrial automation and control technicians install, troubleshoot, service, repair, and upgrade computerized systems and automated equipment commonly found in advanced manufacturing operations, automated supply chain functions, inventory management and material handling operations. Although today’s automation and control technicians possess the same high level of specialized education and training in a wide range of specialties, they may have a variety of job titles, including: industrial automation technician, supply chain automation technician, electro-mechanical technician, mechatronics technician, instrumentation control technician, industrial robotics technician, industrial machinery technician and automated systems technician. Each job title is determined by the specific advanced manufacturing operation in which the technician works. Regardless of the title, industrial automation and control technicians need structured, direct-application education and training in these technical areas: electrical, mechanical, fluid power (pneumatics and hydraulics), robotics, PLCs (programmable logic controllers), and control systems programming process control (sensors, vision, and material handling systems).
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The number of industrial automation related technicians and mechanics in Ohio in 2015, as defined by nine standard occupational codes or SOC codes, was estimated at more than 96,000 (http://www.supplychainautomation.com/ohio.html). However, by 2025, this number is expected to grow to 103,100 jobs due to a 6% job growth and the fact that manufacturers expect to replace about 20% of their current workforce; many of those replacements will be needed due to retiring baby boomers. In addition, data from the Governor’s Office of Workforce Transformation indicates that there are more than 1,500 job openings each year in areas related to industrial automation (http://jfs.ohio.gov/owd/OMJResources/State-AllOpenings.stm). See Appendix A for additional workforce demand data. This degree is designed to provide a strong grounding in technical skills in the first two years, by leveraging the existing Automation & Controls Technology with Robotics (ACT) program offered by Sinclair. The remaining two years of the bachelor’s degree seek to enhance the skillsets of technicians in the following areas: industrial automation networks and security, data acquisition, instrumentation, statistical process control, leadership, and supervision. In fact, graduates of Sinclair’s Industrial Automation program should be well prepared to enter a master’s program. •
Provide a description that identifies the specific workforce need the program will address. Submit supporting data as an appendix item.
This degree will fill a workforce need for “technical management, organizational leadership and supervision, industrial safety, quality assurance, and other key industry positions requiring training beyond the associate’s degree level.” Angelia M. Erbaugh, President, Dayton Region Manufacturers Association. The Bachelor of Applied Science (BAS) degree in Industrial Automation is designed to extend the technical skills of students who have earned an associate degree in a technical area such as automation and control technology with robotics while also providing the skills needed to become an effective technical leader and manager. The degree builds upon students’ foundational understanding of electric motors and controls, AC/DC circuits, industrial machine wiring, fluid power, programmable logic controls (PLC), and robotics. The degree provides the students a firm foundation in industrial automation networks and security, data acquisition, instrumentation, statistical process control, leadership, management, and supervision. Providing a baccalaureate of applied science will fill the gap between the skills-based technician and the theory-based, design-oriented engineer. A review of bachelor’s degrees offered within a 50-mile radius of Sinclair confirms that there does not currently exist a bachelor’s degree that extends the technical skills of automation technicians while at the same time developing their skills in technical leadership and supervision.
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Describe the workforce gap that is not being met by existing bachelor’s degrees at public and private universities. (Note: If bachelor’s degrees exist that appear similar, please list them and identify how they do not meet the workforce needs).
According to an Ohio Higher Education Information (HEI) Academic Program Query (http://qry.regents.state.oh.us/cgi-pub/acad_pgrm_query), as of 2017 no bachelor degrees were offered at any Ohio public universities with a subject code of 15.0406, which is the applicable code for Sinclair’s proposed program. Sinclair is not aware of any private institutions that are offering these degrees. Sinclair’s proposed Industrial Automation program targets students who desire to increase their technical background and develop their skills in technical leadership. Graduates of Sinclair’s baccalaureate program will be prepared to fill the niche that exists between qualified industrial automation technicians and the elevated positions of master automation technician, automated systems designer, or technician manager. In contrast to Sinclair’s applied technology baccalaureate, other programs do not create a seamless pathway for associate degrees in Automation Controls Technology (ACT). For example, the Electro-Mechanical Engineering Technology (EMET) program offered at the Middletown and Hamilton regional campuses of Miami University is a seamless pathway for Mechanical Engineering Technology (MET) and Electronics Engineering Technology (EET), but not the ACT program. According to Miami’s website (http://bulletin.miamioh.edu/liberal-arts-appliedscience/engineering-technology-bs/), the curriculum of the EMET program may be classified into two main areas of focus; namely, an electrical component and a mechanical focus. The EMET program is suited for students who have completed the first two years of an engineering transfer program rather than graduates of an associate of applied science degree. It should also be noted that Bowling Green State University, located in Bowling Green, Ohio, offers a Bachelor of Science in Technology – Mechatronics Engineering Technology (https://www.bgsu.edu/technology-architecture-and-appliedengineering/departments-and-programs/engineering-technologies/mechatronicsengineering-technology.html). This degree prepares graduates to design, integrate and maintain automated and intelligent systems. The math and science requirements of this degree program are higher than the math and science requirements of Sinclair’s proposed program. This fact, combined with the fact that the university is more than 120 miles away from Dayton, Ohio affirms that Sinclair’s program would not directly compete with the program offered at BGSU.
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SECTION 2: INDUSTRY PARTNERSHIP
2.1 General Partnership Information To be approved to offer an applied bachelor’s degree, the college must enter into an agreement with a regional business or industry to train students in an in-demand field and to employ students upon successful completion of a program. •
Provide the name of the regional business/industry partner for the proposed program:
The response to Sinclair has been overwhelmingly in favor of Sinclair offering a Bachelor of Industrial Automation. In just three short weeks, eight businesses and Dayton’s major manufacturing association (DRMA) have provided Sinclair with letters of support. In the coming months, Sinclair will enter into an agreement with the businesses listed below to train students in the area of industrial automation. o All Service Plastic Molding (ASPM), Inc. is a plastic injection molding, decorating and assembly company. o Cincinnati Test Systems is a leading manufacturer of leak detection systems. o Clippard Instrument Laboratory Inc. is a world leader in manufacturing pneumatic components and devices. o The Dayton Region Manufacturers Association (DRMA) is the business association representing 200 manufacturing companies and an additional 200 manufacturing suppliers in the Dayton region. o Festo is a leading global manufacturer of pneumatic and electromechanical systems, components, and controls for process control and factory automation solutions. o F&P America MFG., Inc. is a tier-one automotive supplier. o GemCity Engineering and Manufacturing specializes in the manufacture of complex electro-mechanical systems and sub-systems. o Production Controls Unit, Inc. is a leader in precision refrigeration handling, metering, and recovery systems for international industrial OEM’s. o Yaskawa America, Inc. is a worldwide leader in industrial and educational robotics. •
Submit a copy of the agreement or of the expectations for the agreement as an appendix item. If an agreement will not be available until after approval by the chancellor, provide a letter from the potential partner that states key expectations to be in the agreement.
Please see Appendix B for letters of support.
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Describe employment opportunities with this business/industry partner after the student completes the program. Include the data points that will be collected to track employment outcomes.
As was mentioned earlier, graduates of Sinclair’s baccalaureate program will be prepared to fill the niche that exists between qualified industrial automation technicians and the elevated positions of master automation technician, automated systems designer, or technician manager. Data points Sinclair intends to collect to track employment outcomes will include the following: o Number of graduates produced each year and where they are employed o Median wage information based on data from the Ohio Department of Job and Family Services The Industrial Automation Advisory Board will provide additional insight on workforce needs and outcomes data (see Appendix C for a list of Advisory Board Members).
2.2 Workplace-Based Learning Experience •
Describe the workforce-based learning experience embedded in the program. Include commitments from business and industry partners as an appendix item.
Sinclair’s Industrial Automation degree builds off the current Automation & Controls Technology with Robotics degree (AMCT.S.AAS). This program currently includes an internship opportunity. The baccalaureate degree will require all students to participate in an internship experience. The faculty will collaborate with the Internship Coordinator from the division of Science, Mathematics & Engineering (SME) to connect interns with employers within the Dayton region. The following points summarize how the workforce-based learning experience or internship will operate: o Only students approved by the Industrial Automation Program Coordinator may participate in the internship. o Approved students will work with the faculty and SME Internship Coordinator to obtain an internship. o Once the student has been assigned to a company, the student will be assigned a faculty mentor. o Interns must work at least 300 hours at the host company; based on a 15-week semester. o Work/tasks assigned to interns must relate to the intern’s declared program of study of Industrial Automation. o The intern’s supervisor, or his/her designee, must have experience in the field and be able to train the intern. o Interns must also be assigned a mentor at the host company (or the intern’s supervisor must be willing to serve as a mentor) who will facilitate the intern’s
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learning experience, complete two performance evaluations which are submitted to the college, and be willing to participate in a site visit by the faculty mentor. o Interns may be employed in subsequent semesters by the company if both parties are interested in continuing the internship. •
Describe the relationship of the individuals working with students in the workplace-based learning experience to those in the on-campus program (e.g., are they members of the on-campus faculty who also participate in the off-campus experience, or are they individuals employed by the offcampus facility who agree to supervise/mentor students)?
As was noted above, interns will be assigned a mentor at the host company as well as a faculty mentor from the college. By assigning both a faculty mentor and a company mentor, interns will have sufficient support to enable a quality, workplace-based learning experience. •
Provide a description of the mechanisms used to measure the success of the workplace-based learning experience. Indicate how faculty members on the main campus are involved in monitoring and improving the experience.
The effectiveness of the workplace learning experience will be assessed as part of a credit-based internship course based on one or more of the following: o All students within the program are evaluated by the program coordinator to determine their academic, technical, and professional readiness prior to participating in an internship. o Once a student is identified as eligible for an internship, a resume evaluation is conducted and training in resume writing and interviewing skills is provided, if needed. o Once a student is employed in an internship position, grades are assigned by the intern’s faculty mentor. The grade assigned by the faculty is based on the content and quality of the work submitted by the intern. Assignments may include weekly reports, papers, internship reflection, and site visit presentation. o Feedback is submitted to the intern’s assigned faculty mentor by the intern’s supervisor through a performance evaluation form. o Worksite visits are performed by the intern’s faculty mentor. During these visits, the intern is required to give a detailed presentation describing the company, the intern’s position within the company, and the curriculum-related activities and projects completed by the intern. The intern’s direct supervisor, department manager, and a member of senior management are encouraged to attend. After the presentation, the intern’s performance is discussed. o Internship employers are invited to attend the Automation and Control Advisory Board meetings to garner their input relative to ensuring that our curriculum, direct-application labs, and internship placement process continue to meet overall industry demands.
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SECTION 3: INSTITUTIONAL CAPACITY •
Describe the faculty capacity for the proposed program. Include numbers for existing faculty, and faculty that will be hired.
Faculty are highly qualified to teach at the baccalaureate level for Industrial Automation. Faculty and staff include: o o o o o o o o o o o o o o
Aaron Canciani Victoria Collinsworth Jake Fullard III Kenzie Grogean Francis Koehler Paul Lawrence Fathi Mohamed Harold Pearson Don Peters Nick Reeder Issa Rizk William Russo Jack Steinmetz Tillie Watts-Brown
Currently, a search is underway to hire a tenure-track faculty member with the academic credentials and industry experience needed to support the Industrial Automation program. Additional hires will be made as needed to accommodate growth in the program. The college has the resources and institutional will to ensure that this program is well equipped to be a state leader in Industrial Automation baccalaureate education. •
Describe the financial capacity for the proposed program.
Sinclair has a history of exemplary stewardship and strong financial health that is characterized by the following: o Achieving above average State of Ohio fiscal accountability scores (Senate Bill 6) since the inception of reporting in 1998. o Having no debt and minimal deferred maintenance. o Over many years, have maintained the lowest tuition in the State of Ohio among public institutions for Montgomery County residents. o Using a long-term approach to financial management which includes setting aside targeted reserves that can be used to invest in new initiatives such as baccalaureate degrees. 9 | Industrial Automation
o Ensuring that new initiative investments are tied to clear mission-related objectives and are supported by sustainable financial plans. In summary, the college has sufficient resources to invest in baccalaureate degree programs with the expectation that each program will generate sufficient incremental enrollment and net income to be self-sustaining over time. •
Describe the facilities and equipment capacity for the proposed program.
The facilities and equipment that are available are of the highest caliber. The primary objectives of the department are to provide an educational experience that develops job skills necessary to ensure employment in the technical field upon graduation or the background to proceed on to a baccalaureate degree. To succeed with this goal, the curriculum offers quality courses corroborated with state of the art laboratories. Rooms 1-214 and 1-231 are classroom/computer labs/microprocessor lab, room 1-213 is PLC lab/electronics lab/classroom, room 1-224 digital lab/classroom, room 1-230 circuit lab/classroom, room 1-223 soldering lab, room 11-427 circuit board lab, room13-122 PLC/motor control/fluid power lab, and room 1-242H is the ACT/EET Resource Center. It houses three to four of all the lab stations in the classrooms and a library containing all the program’s reference material. Open labs are available to the students when the room is not in use. Rooms 11-142 and 11-223 contain the robotics and vision systems labs used to support the industrial automation program. Appendix D contains a listing of the major pieces of equipment used by the program in support of instruction and the software used in the program. Please see Appendix E for additional facilities and equipment capacity. •
In addition to allowable tuition, will additional program fees be required for students in the proposed program? If so, please describe.
The college plans to use the following tuition and fees structure: o Coursework germane to the AAS level is envisioned to be offered at the same tuition and fee levels as currently charged to current students. Note: The current in-county tuition for Sinclair students is approximately $100 per hour; course fees vary based on specific costs unique to the course. o Courses exclusive to the baccalaureate portion of the degree will be offered at roughly $200 per credit hour (about $6,000 per year of full-time study for the third and fourth year of the curriculum) with some courses carrying additional fees to cover specific costs unique to the course.
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Please provide a budget that addresses the up-front investment required to establish the proposed program.
Initial Investment Non-Capital Costs Advertising/Marketing Costs Printing Curriculum Development (Outside Service) Travel Initial Lab Supplies Software Faculty Release for Startup (10 Hours x $1,000 per Hour) Subtotal Capital Costs Computers Space Renovations Other New Equipment Subtotal
$ 20,000 $ 4,000 $ 40,000 $ 3,000 $ 10,000 $ 40,000 $ 10,000 $ 127,000 $ 80,000 $ 120,000 $ 750,000 $ 950,000
Please provide revenue and expense information that tracks how many years it will take for revenue derived from the program to exceed program expenses.
Sinclair evaluated the viability of the program using a ten-year framework of projected revenues and expenses. As shown in Appendix F, the program’s pro forma illustrates that Sinclair can offer a high quality educational experience in a prudent manner from a financial perspective. Specifically, the program: 1. Shows a positive margin (operating revenues exceed total operating expenses by Year 2. 2. Recovers its initial investment by Year 8. 3. Returns 167% of the required initial investment over the ten-year horizon.
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List the appendix items that are included with the request, in the order of which they are in the proposal. Appendix items should be clearly labeled and submitted electronically as PDF documents or as Microsoft Office documents (e.g., Word or Excel).
o o o o o o
Appendix A: Workforce Demand Data Appendix B: Letters of Support Appendix C: Sinclair Advisory Board Members in Industrial Automation Appendix D: Laboratory Equipment and Software Appendix E: Facilities and Equipment Capacity Appendix F: Financial Impact of Proposed Industrial Automation Baccalaureate Degree
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Appendix A: Workforce Demand Data
Workforce Supply Data from the Governor’s Office of Workforce Transformation Workforce Supply Data from the Governor’s Office of Workforce Transformation (https://workforcesupply.chrr.ohio-state.edu/) for Industrial Machinery Mechanics (note that Dayton is located in the Western region, but the Central region is easily accessible from Dayton):
Regional Labor Statistics for Industrial Machinery Mechanics Earnings per hour (25th, 50th and 75th percentile) Northwest Western Southwest Northeast Central Southeast $0.00
7000 6000 5000 4000 3000
1000 0 Northwest
Source: Ohio Labor Market Information, Occupational Wages & Employment. Data are published for occupations that passed confidentiality screening and reliability tests. May 2015 occupational employment statistics estimates, updated to June 2016.
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Ohio Means Jobs Data Occupation
Ohio Annual Yearly Pay (US Average)
Industrial Machinery Mechanics
$38,120 - $59,060
The following data is from a report using Dayton region data from Economic Modeling Specialists, Inc. (EMSI). Important points include the following job growth forecasts:
Job growth between 2017 and 2027 in Warren County (part of Sinclair’s service area)
Job growth between 2017 and 2027 in Clark County (near Sinclair’s service area)
Automation Technology Occupations in Sinclair’s Service Area SOC codes starting with 17-3 are included with the exception of any SOC that references drafting.
Automation related occupations (including SOC code) o Aerospace Engineering and Operations Technicians (17-3021) o Civil Engineering Technicians (17-3022) o Electrical and Electronics Drafters (17-3012) o Electrical and Electronics Engineering Technicians (17-3023) o Electro-Mechanical Technicians (17-3024) o Engineering Technicians, Except Drafters, All Other (17-3029) o Environmental Engineering Technicians (17-3025) o Industrial Engineering Technicians (17-3026) o Mechanical Engineering Technicians (17-3027) o Surveying and Mapping Technicians (17-3031)
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Occupation Summary (Source: EMSI Q3, October 2017)
Jobs (2016) 4% below National average
% Change (2017-2027) Nation: 3.3%
Median Hourly Earnings Nation: $26.80/hr
Regional Trends (Source: EMSI Q3, October 2017)
Clark County, OH
Darke County, OH
Greene County, OH
Miami County, OH
Montgomery County, OH
Preble County, OH
Warren County, OH
Butler County, OH
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Montgomery County, OH
Butler County, OH
Greene County, OH
Warren County, OH
Miami County, OH
Occupational Programs (Source: EMSI Q3, October 2017)
Manufacturing Engineering Technology/Technician
Engineering Technology, General
Mechanical Engineering/Mechanical Technology/Technician
Electrical, Electronic and Communications Engineering Technology/Technician
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Industries Employing Architecture and Engineering Occupations (Source: EMSI Q3, October 2017)
Occupation Group Jobs in Industry (2016)
% of % of Total Jobs Occupation in Industry Group in (2016) Industry (2016)
Federal Government, Civilian, Excluding Postal Service
Local Government, Excluding Education and Hospitals
Aircraft Engine and Engine Parts Manufacturing
Other Motor Vehicle Parts Manufacturing
Occupation Breakdown - 2027 Jobs (Source: EMSI Q3, October 2017)
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Occupation Breakdown - Change (Source: EMSI Q3, October 2017)
Occupation Breakdown – Median Hourly Earnings (Source: EMSI Q3, October 2017)
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Data from the National Center for Supply Chain Automation related to Supply Chain Technicians in Ohio further emphasizes the increasing need for skilled employees in this area (see http://www.supplychainautomation.com/ohio.html). o “In Ohio, supply chain related technicians and mechanics (defined using nine standard occupational codes) are currently estimated to number about 96,900. They are projected to grow by 6% in 2025.” o “In addition to new growth, companies are expected to replace about 21% of their current technician workforce, thus creating about 27, 100 total job openings (both new and replacement) in the next 10 years.” o “Studies suggest that 70% of warehouses will add more automated processes in a 5year timeframe” o “With an average need for 4-6 technicians per large automated distribution center, Ohio warehouses will need estimated 700 to 1,100 trained technicians to support their automated operations in a 5-year period.” The following charts were prepared by the National Center for Supply Chain Automation describing job growth in Ohio in automated supply chain operations.
10-year Employment Projections In Ohio, supply chain related technicians and mechanics (defined using nine standard occupational codes) are currently estimated to number about 96,900. They are projected to grow by 6% by 2025.
10-year Job Openings In addition to the new growth, companies are expected to replace about 21% of their current technician workforce, thus creating about 27,100 total job openings (both new and replacement) in the next 10 years.
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Nationwide there will be tremendous job growth in this area, according to the National Center for Supply Chain Technology Education: “Current employment for Supply Chain Technicians is estimated to be 203,000. However, over the next two years this field is expected to grow at a significant rate. The employers surveyed project an increase of 30%, or an additional 61,000 jobs in 24 months. Approximately one-third of businesses surveyed expect to increase the number of Supply Chain Technicians they employ.”
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Appendix B: Letters of Support
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Appendix C: Industrial Automation – Sinclair Advisory Board Members
o o o o o o o o o o o o o
David Andrews, Ponitz Career Center, Engineering Teacher Jeff Atkinson, Cincinnati Test Systems, Controls Engineer Chris Bautista, Combined Technologies Group, VP & Engineering Manager Alan Binder, Panel Control Inc., Engineering Manager Steve Braun, KTH Parts Industries, Electrical Engineer Wes Burhans, Fanuc Robotics, Engineer Ray Caruthers, Ponitz Career Center, Principal Richard Davis, Norwood Medical, Controls Engineer Shawn Dues, Electro Controls, Sales Engineer Brian Greene, Combined Technologies Group, Production Manager Nathan Lewis, All Cities Enterprises, General Contractor Jeff Prenger, Electro Controls, Director of Business & Eng. James Rowland, Ponitz Career Center, Science Teacher
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Appendix D: Laboratory Equipment and Software
Laboratory Equipment Item Name
Number of PCs
Fluke 45 Global Specialties 3200 Hewlett-Packard 6237B K&H Products ETS7000 Tegam 253 Tektronix 2205 Tektronix CFC250 Tektronix CFG250 Sencore Z100 Variac Tektronix TDS224 Fluke 8050A Pace MBT-200 Fluke 27 Fluke 8010A Fluke 8012A HP5381A HP6235A Tektronix CDM250 Tektronix CPS250 Emona ETT-101 Pace PRC Picoscope 3204A Tektronix TDS2014B Fluke 8845 GwInstek GFG8020H Global Specialties 1302B Tektronix TDS2014 Tektronix 2213 Tektronix 2213A GwInstek GPD-3303D Tenma 72-1025 Intermec IF5
Digital Multimeter, 1213,1221,1224,1230,1241,1242H LCR meter, 1213, 1242H Triple output variable DC power supply, 1213, 1242H Digital Analog trainer, 1213,1223 LCR meter, 1213,1224 Dual channel oscilloscope, 1213, 1224 Frequency counter, 1213,1221,1230,1241,1242H 2 MHz function generator, 1213,1221,1230,1241,1242H LC meter, 1213 Variable 0-140 VAC autotransformer, 1213,1241,1242H Four channel digital oscilloscope, 1213,1242H Digital Multimeter, 1213,1230,1241,1242H,1242E Soldering station with extractor, 1214,1223,1242H,11437 Handheld digital multimeter, 1221,1241 Digital multimeter, 1221 Digital multimeter, 1221 Frequency counter, 1221,1242H Triple output DC power supply, 1221 Digital multimeter, 1221 Triple output DC power supply, 1221 Telecommunications trainer, building 13 Benchtop rework and repair system soldering station, 1223 Dual channel computer based oscilloscope, building 13 Four channel digital oscilloscope, 1231 Digital multimeter, 1223 Function Generator, 1223 Triple output DC power supply, 1224,1241 Four channel digital oscilloscope, 1224,1230 Two channel analog oscilloscope, 1224,1242H Dual channel analog oscilloscope, 1230 Triple output DC power supply, 1230,1223 LCR meter, 1230 RFID fixed reader, 1231
50 7 12 68 5 11 36 32 1 19 12 39 36 18 21 9 3 3 12 4 10 19 10 10 10 10 18 19 6 12 20 10 1
RFID Inc R32-Sk RFID Inc Tres SK1 ME Labs X1 board Dragon12 Agilent DSO-X 2012A Fluke 787 Tektronix 571 Sencore AC Powerite Alien ALR 9900 Intermec 700 Motorola Symbol MC9090 Fluke 30 Fluke 175 Extech 380193 Extech 380193
125 kHz RFID starter kit, 1231 433 MHz RFID starter kit, 1231 PIC microcontroller board, 1231,1242H HCS12 microcontroller board, 1231,1242H Dual channel oscilloscope, 1241,1242H Digital process meter, 1221 Transistor curve tracer,1241 Variable 0-140 VAC power supply, 1241,1242H Fixed RFID reader, 1242E Handheld RFID reader, 1242E Handheld RFID reader, 1242E Handheld digital clamp multimeter, building 13 Handheld digital multimeters, CourseView Handheld LCR meter, CourseView Handheld LCR meter, 1241
6 6 17 20 10 10 1 10 2 1 2 4 10 2 11
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HP Elitebook 8440p laptop HP Elitebook 8560p laptop HP desktop computers Tektronix CFG253 Panasonic GP-KR202 Zebra R110XiIII Zebra R110Xi4 Dry Film Laminator UV Exposer Frame Developer Bubble etcher Allen-Bradley SLC500 NI myDAQ SC2075 Altera DE2-115 Fanuc LrMate 100 Fanuc S-6 Fanuc M16i Fanuc A520 Fanuc M6i Fanuc S 100 Fanuc 510 A-B Micro Logic 1000 Amatrol PLC Trainer Amatrol Fluid Power Trainer Amatrol Motor Control Trainer Machine Vision Training Sta. Amatrol Sensor Trainer Panel wiring panels Tool boxes SMC U-Cell trainer
Mobile computer lab laptops in 1213 Mobile computer lab laptops in 1221 4,1,19,19,10,1,1 3 MHz Function generator, 1242H Industrial color CCD camera Industrial RFID tag printer, 1231 Industrial RFID tag printer, 1242E Printed circuit board equipment, 11437 Printed circuit board equipment, 11437 Printed circuit board equipment, 11437 Printed circuit board equipment, 11437 PLC equipment, 1213,1242H Data acquisition device, 1230,1242H A/D boards, 1230 FPGA development and education board, 1224,1242H Robot training station 11-142 Robot training station 11-142 Robot training station 11-142 Robot training station 11-142 Robot training station 11-142 Robot training station 11-142 Robot training station 11-142 PLC equipment 11-121, Courseview Campus PLC equipment 13-122, Courseview Campus Trainer equipment 13-122, Courseview Campus Trainer equipment 13-122, Courseview Campus Cognex Trainer equipment 11-231, Courseview Campus Trainer equipment 11-142, Courseview Campus Panels and devices 11-121, 11-142, Courseview Tool boxes and various tools Automated assembly cell 13-122
Computer Lab Software • • • • • • • • • • • • • • • •
AGI STK 10.1 Amatrol Learning Activity Packets (LAPs) BarTender 9.2 RFID label printing software Cognex vision software DipTrace Schematic and PCB Design Software Fanuc Roboguide Freescale CodeWarrior HCS12 IDE Learning Tree LogixPro Microsoft Office 2013 Microsoft Project 2013 Microsoft Visio 2013 NI Circuit Design Suite 13 NI LabVIEW 2009 Remote Sensing: A View Through Mechanical Eyes eText Rockwell Automation Classroom Toolkit Simutech Troubleshooting Skills System
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20 20 55 3 1 1 1 1 1 1 1 10 20 20 20 2 1 1 1 1 1 1 20 8 8 7 11 8 16 23 1
Appendix E: Additional Facilities and Equipment Capacity – Industrial Automation 1. Computing Resources The college has a total of 539 servers with access to 248 terabytes of storage. There are 6,482 desktop and laptop computers connected to the campus network which are provided with 505 applications. Of these applications, only 67 must be physically installed in specific classrooms, while 438 are virtualized and available wherever the students require them. Applications are assigned to students based on the classes for which they are registered and are even available via remote access. There are ample computer labs managed by the Information Technology Divisions, which provide: o First-class support for Sinclair Community College students, faculty and staff in the use of Information Technology. o Maintain state of the art computer laboratory facilities where the environment and resources facilitate student learning. o Maintain independent and small group workspaces designed to provide Sinclair students with convenient access to high quality facilities, technologies, resources and support services. 2. Technical Support Initial guidance regarding the use of tools, equipment, computing resources, and laboratories is provided by department faculty using one-on-one demonstration, group demonstration, hand-outs, and other media depending on the specifics of the course. The Bachelor of Industrial Automation program will be housed in the Electronics & Robotics department. This department has 1 full-time lab technician and a part-time lab technician. All lab technicians are familiar with each course, equipment, and other resources needed to support student success. The technicians maintain equipment, tutor students, and support faculty/classroom needs. The college’s Information Technology Department provides software support to all registered students using campus software applications. Required software applications can be accessed on or off campus. Any software issues are reported to the IT department for prompt resolution. 3. Maintenance and Upgrading of Facilities Annually a capital plan is prepared to capture the programmatic and reserve for replacement (R&R) needs of the college. In preparing this plan, the Capital Plan Committee collects and evaluates requests for projects. All requests come through the
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President’s Cabinet with input from faculty and staff. Review meetings are held with division level submitters, the Office of Budget and Analysis and Facilities Planning and Construction. Requests are evaluated and prioritized against criteria such as need for lifecycle replacement, revenue increase or cost savings (i.e., ROI), improved student success or services, increased capacity, safety and energy conservation. The Capital Plan has five parts: 1. 2. 3. 4. 5.
Equipment Projects over $100,000 Projects under $100,000 Professional services related to capital projects Contingency
The sources of funding for the capital budget are: o College Allocated (reserve) Funds: funds previously set aside plus annual funding additions provided from operating and auxiliary budget net revenues and from investment income. o State Capital Appropriations: (a) specific allocation of basic renovation funds for facility renewal and replacement lifecycle and major projects, (b) instructional equipment, and (c) annual capital component formula allocations (money from prior state capital bills that is being received over time instead of as a one-time lump sum). The State of Ohio enacts a capital budget every two years. The majority of FY 2016 projects and equipment are items necessary for lifecycle replacements (i.e., to avoid accumulating deferred maintenance and to maintain currency of academic programs). A reasonable stewardship level for future annual funding of the college’s $550 million asset value is estimated to be in the $15+ million range. The regional Sinclair locations fall under this same process for funding their needs for capital improvements or furniture and equipment. 4. Library Services The Library’s Technical Collections: Sinclair students and faculty have access to more content from top publishers than is available at the average Ivy League institution. The library maintains local licenses and partners with OhioLINK to provide thousands of eBooks, scholarly eJournals, and digital media. This includes journal content from Springer, Elsevier, and Wiley and eBooks from Springer and Safari. These resources are available 24x7, on campus or from home, to anyone with an active Sinclair ID. Sinclair maintains a local library collection of 85,000 print books and 300 subscriptions that support the curriculum. Students and faculty also have access to the OhioLINK library collections of nearly 50 million items from over 120 college and university libraries. Using their Sinclair ID, students and faculty can request directly, at no cost, any 34 | Industrial Automation
circulating item from any academic library in Ohio. Students and faculty can also visit other OhioLINK libraries in person and use their Sinclair ID card to borrow materials without delay. Key repositories and databases include: o OhioLINK Electronic Journal Center - Almost 10,000 research journals with 45+ million articles. Top publishers include Elsevier, Springer, and Wiley. Includes journals categorized by subject areas. o OhioLINK Electronic Book Center - 81,000 eBooks o OhioLINK Electronic Thesis and Dissertation Center - 55,000 full-text dissertations o OhioLINK Digital Media Center - Over 3,000 digital videos and 100,000 image files o Films on Demand - Over 17,000 streaming videos Faculty Requests Faculty can request that the library acquire print or online books, journals, or other media directly through their assigned library liaison. Faculty can make requests in any way that is convenient to them: phone calls, emails, and notices from publishers’ announcements are common means of making requests. The librarian will work with the faculty member to determine if the request should be purchased, licensed, or borrowed. Typically, most book requests are purchased. For digital items, the librarian will work with IT to ensure that material will work on the college network and within the course management system. Locating and Obtaining Electronic Information The Sinclair library catalog includes searchable records for 250,000 eBooks, 41,000 online periodicals, and 17,500 streaming videos. Through local subscriptions and OhioLINK, the library offers 150 research databases, most with some full text. The library’s link resolver expands access, by seamlessly connecting researchers from an index citation to the full-text item, no matter where the item resides electronically. The library’s discovery layer, LibSearch, searches the databases and the library catalog at one time in a Google-like manner. This helps students unfamiliar with the databases of a discipline succeed in finding information. In addition, the librarians create research guides (LibGuides) to direct students to the databases most useful for particular courses or subject areas. Other Services The library is open six days a week with IT, tutoring, and library staff available to assist students. An online chat service is available and a searchable database of Frequently Asked Questions is maintained by librarians. Faculty can request general library instruction or instruction tailored to a specific assignment. Faculty can also request an embedded librarian to be integrated into their course shell to answer student questions, guide students to resources, and provide research tips.
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Appendix F: Financial Impact of Proposed Industrial Automation Baccalaureate Degree Program IAT FTE (Annualized) Revenues Expenses Net Cumulative Net
Year 1 15.5 $134,543 183,300 (48,757) $(48,757)
2 27.7 $253,243 242,385 10,858 $(37,899)
3 39.1 $352,957 290,660 62,297 $24,398
4 51.6 $483,607 348,894 134,713 $159,111
5 58.4 $545,662 378,799 166,863 $325,974
6 68.1 $637,560 425,209 212,351 $538,325
7 75.9 $715,789 465,599 250,190 $788,515
86.0 $814,117 512,822 301,295 $1,089,810
93.6 $885,581 548,079 337,502 $1,427,312
101.2 $955,335 581,882 373,453 $1,800,765
Initial Investment Non-Capital $127,000 Capital 950,000 Total $1,077,000 % Recouped from 167% Operations through Year 10
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