Wireless Communications Model Program Development Program

1. Wireless Communications Model Program Development Program Michael Qaissaunee Mohammad Shanehsaz Mid-Atlantic Institute for Telecommunications Technologies Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

2. Agenda • Preliminaries • Progress/ Status Report • Future / Ongoing Work • The Future of MAITT Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

3. Preliminaries • Welcome and Introductions • Introduce MAITT Core Team • Review MAITT Goal & Objectives Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

4. Project Goal The goal of this ATE project is the modification of an existing Electronics Engineering Technology AAS Degree Program to include Wireless Communications, the development and implementation of a new Wireless Communications AAS and credit certificate programs with multiple entry and exit points to prepare technicians for the wireless communications industry. The project components will include curriculum development and adaptation and program development, professional development for high school and community college faculty, and development of a 2+2+2 articulation, in wireless communications. As a part of a network of regional partners under the direction of NCTT, the ATE project will serve as the focal point for regional dissemination and training to regional business and industry, through the development of materials and faculty for business and industry training. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

5. Objectives • Create education and training programs in wireless communications leading students to AAS degrees, certificates, and occupational competencies through curriculum development and adaptation, and integration of work relevant, industry driven curricula that integrates “best practices” in IT education with industry skills standards and certifications. • To contribute to program improvement and implementation at partner institutions through collaboration and professional development activities. Professional development activities, for credit when appropriate, will serve to improve, expand and maintain the technical and pedagogical skills of teaching faculty from community colleges and high schools. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

6. Objectives • Increase the number of students who seek employment or continued education in wireless communications by creation of multiple pathways with a variety of exit and entry points. A key means of facilitating student recruitment will be the development of regional corporate relationships. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

7. Progress/ Status Report • Partnerships • Curriculum - Articulation • Skills Standards • Professional Development • Dissemination • Innovations Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

8. Building Partnerships: NCTT and Other Partners • NWCET, National Workforce Center for Emerging Technologies, Bellevue, WA • NJCATE, New Jersey Center for Advanced Technological Center, Edison, NJ • Collins County Community College, Frisco, TX • Cuyamaca College, El Cajon, CA • Gateway Community College, North Haven, CT • Midlands Technical College, Columbia, SC • NJIT, New Jersey Institute of Technology, Newark, NJ • Stevens Institute of Technology, Hoboken, NJ • High Technology High School, Lincroft, NJ • Communications High School, Wall, NJ Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

9. The mission of the NCTT is to provide appropriately skilled technicians and technologists with a primary focus on Connecting Technologies1 as workforce for ICT (Information and Communications Technologies) business, industry and ICT users. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

10. Building Partnerships • Wireless Networking & Communications Group (WNCG), University of Texas at Austin(Ted Rappaport) • Cal (IT)² California Institute for Telecommunications and Information Technology at the University of California at San Diego • New Jersey Technology Council • National Information Assurance Training and Education Center (NIATEC) (Corey Schou) • Polytechnic University (Nassir Memon) Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

11. Building Partnerships • Atlantic Coast Communications • Wireless Valley Communication • National Instruments • Emona Technologies • Cisco • Microsoft • Publishers • ICT Enabled Industries – examples: Biotechnology, Retail, Health Care Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

12. Curriculum • 4 Courses Approved (others in various stages) • 2-Year Program (See document: MAITT Curriculum.doc) • 1-Year Certificates and Letters of Achievement • Wireless • Security Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

13. Market Relevant Modular Competency Based Work Based Learning Units Integration of "Soft Skills" Teamwork Problem Solving Leadership Communications Life Long Learning • Well Articulated with BS Degree Programs • Industry Driven • Integrate "Best Practices" • Industry Skill Standards • Industry Certifications Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

14. ICT Skill Standards • National Skill Standards Development – NSSB Information Communications Technology (ICT) Voluntary Partnership: • Database Development and Administration • Web Development • Technical Writing • Network Infrastructure • Network Devices • Programming • Digital Media Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

15. Strategic Alliance Experts in the development and use of industry-based skills standards and certifications Innovators in assessment content, design, delivery and measurement Knowledge leader in the telecommunication and convergence fields The TECHwize Solution for Network Technicians Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

16. TECHwize: DEVICEwize TECHNIwize TECHwize Maintaining, Sustaining & Creatinga Highly Skilled, Adaptable Workforce The Problem: Skill gaps within the workforce are difficult to identify and articulate. Current hiring practices are not based on systematic identification of skill gaps. The Solution: Existing assessment solutions are static and do not keep pace with the information & communication industries. Convergence staffing strategy is not in sync with required workforce skills and knowledge need for effective execution. Content in current training and certifying methods is rooted in “job roles” vs. work and tasks linked to the job. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

17. Maintaining, Sustaining & Creatinga Highly Skilled, Adaptable Workforce The Results: Skill gaps within the workforce are easy to identify and articulate The Solution: Current hiring practices are based on systematic identification of skill gaps TECHwize: DEVICEwize TECHNIwize Existing assessment solutions are not static and keep pace with the information & communication industries Convergence staffing strategy is in sync with required workforce skills and knowledge needed for effective execution Content in current training and certifying methods is rooted in work and tasks linked to the job vs. “job roles” Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

18. Guide Lifelong Learning Support Business Objectives Workforce Skill Gaps Individual Skill Gaps Training Evaluation ROI Certify Technicians for Hiring or Promotion Diagnostic Strategic Scope of Uses The TECHwize Solution Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

19. Professional Development • Intro to Wireless, Security, and Telecomm HTHS • 2 Summer Workshops (HS/ College) • Wireless Training BATEC • Wireless Security NCTT Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

20. Dissemination • Salt Lake City, Utah • Tampa, Florida • Beijing, China • Washington, DC • Santa Fe, New Mexico Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

21. NCCT – Open Source Model The National Center for Telecommunications Technologies (NCTT) Consortium has established an open source distribution and development method for Information and Communications Technology (ICT) curriculum, lecture and laboratory content. The open source distribution and development process of faculty review, redistribution has been adopted as a means of dynamically and rapidly distributing classroom and laboratory materials with a focus on interoperability, innovation, rapid evolution and low cost academic solutions. The method will be a way for faculty to benefit, especially from the specialized instructional materials that come out of the community development process. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

22. Future / Ongoing Work • Curriculum • Partnerships • Dissemination • Additional Funding Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

23. The Future of MAITT • National Center for Wireless • Convergence and the Convergence Technician • Other Funding • National Center for Wireless • HP Wireless Classroom • NSF STEP • The Future of Wireless • MIMO - 802.11n • WiMax/Wireless MANs • 4G Cellular • Ultra Wide Band • Wireless Sensors • Mesh Networks • Other Related and Emerging Technologies • Nanotechnology • Biotechnology • MEMS • Cyber Security/ IA Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

24. Key Takeaways! Opportunities • 1.9 billion mobile connections by 2008 (Ovum 2003) • 1.25 million subscribers per week sign up in China every week (Vision Gain, 2003) • 100 million Java enabled handsets in 2003, growing to 878M by 2007 (Arc, 2002) • 64 million US homes on broadband by end of 2003 (strategy Analytics Global, 2003) • Data usage growing from 16% of ARPU to 49% in 2006 (Yankee, 2002) • Steady adoption of VoIP: 66% growth of IP PBX systems in 2003 (IDC, 2003) Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

25. Key Takeaways! Observations • Most selling/buying is now solution selling/buying of hardware/software bundles • Big cost is now management and operation and no longer the hardware/software costs • 90% of most ICT budgets is management and operation ~ hardware/software purchasing is approx 10% • As applications mature and technologies converge developers will be pushed further away from the network and hardware/OS pieces. This will happen especially with Database, Web, Technical Writing, Programming and Digital Media concentrations. • Full function and features of emerging OS’s and Applications now require/will require network connectivity. • Devices/OS will still work without connectivity but with limited functionality • Regardless of application the role of the Infrastructure Technician will continue to change and grow as connectivity becomes mission critical. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.

26. Key Takeaways! Where Every Company is Going Network Computing Attack Cost and Complexity Accelerate Service Deployment Unleash Mobility with Security Wireless/IT/Connectivity • Academic institutions need to make Wireless/IT/Connectivity a key focus for the future of the US economic development • Community colleges, universities, and high schools will need to work more closely to ensure a sufficient number of experts in the workforce • That is what we are beginning to do through Partnerships and Collaboration Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.