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Adapt. Improvise, Overcome

Adapt. Improvise, Overcome. Meeting the Challenges of Today’s Manufacturing Technology Class. Welcome. The purpose of this session is to facilitate/encourage conversation around the current state of manufacturing technology in our schools

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Adapt. Improvise, Overcome

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  1. Adapt. Improvise, Overcome Meeting the Challenges of Today’s Manufacturing Technology Class

  2. Welcome • The purpose of this session is to facilitate/encourage conversation around the current state of manufacturing technology in our schools • My name is Paul Fraser and I’m a curriculum chair for technology, business, and computer science • My background:

  3. Impact! • 517,000 Ontario jobs at risk • Manufacturing price index declines • Auto slump drags manufacturing down • Manufacturing sales stumble • Tooling firms plead for auto aid • CAW warns plants could go south • Auto workers crumple at each economic blow • Manufacturing sector on the brink of collapse: CME president • 239,100 jobs `gone for good'

  4. Challenges • Global economy and competition • Industry is moving away from primary fabrication and more towards product assembly and finishing • Shrinking industry base in Ontario • Lower enrolment in our programs • Older equipment • Idle rooms

  5. Curriculum Definition of manufacturing • The process of converting raw materials, components, or parts into finished goods that meet a customer'sexpectations or specifications. Manufacturing commonly employs a man-machine setup with division of labor in a large scaleproduction.

  6. Curriculum Documents • Overview Manufacturing is the transformation of materials into products to meet human needs and wants. In today’s global economy, manufacturing is the foundation of a nation’s wealth and power. These courses provide students with opportunities to acquire the knowledge and skills needed to understand, use, and manage manufacturing systems. They will also help students understand the role of manufacturing technology in our economy; its relationship to other economic sectors; and its effects on people, society, and the environment. Their study of manufacturing technology will prepare students for change and for making critical decisions regarding the future.

  7. What We Do Well • Develop skills • Provide a well educated work force • Our students are good problem solvers • Extensive and focused apprenticeship, co-op, and special programs (SHSM)

  8. Changing The FocusOverview • Ontario has a very strong advanced manufacturing sector (automotive, telecommunications, electronics, computers, aerospace, chemicals, plastics, transportation, and food processing) that not only utilizes traditional skills, but also advanced techniques associated with CNC and Robotics • Industry is looking for and needs creative problem solvers who can apply their skills at all levels of an organization

  9. Meeting The Challenge Changing The Focus • We need to: • Broaden the knowledge base of our students, and not just concentrate on skill development e.g. the role of the manufacturing technologist/engineer • Work with our colleagues and industry partners to become more cross curricular e.g. integrate more business and environmental science into our programs • Create a more “questioning” attitude e.g. not just how to create this part, but what impact will it have locally, nationally, globally. How can we do It better (methods engineering)

  10. Meeting the ChallengeThe Classroom • Tech teachers are creative. We are very good at “making do” with what we have • It is easy to get caught up in the day to day routine and postpone thinking about tomorrow. We have to make the time to think about how we can change and adapt to the current and future needs of the students, industry, and community • Equipment: • We have to think about not just what the equipment is for, but what can it be used for

  11. Meeting the ChallengeThe Classroom • Partnerships: • Explore, expand, and investigate more community and industry involvement • Guest speakers, tours, donations, projects • Become leaders and advocates • Develop a relationship with the elementary panel. Develop projects that would benefit and encourage elementary students to take tech in high school (almost like a SHSM reach ahead) • Funding • Explore potential revenue sources e.g. Ministry initiatives, local partnerships, providing a service

  12. Personal Example • When I started to teach manufacturing, I used the same techniques that my teachers used; everyone was taught the same skills and created the same project. Theory was confined to the operation of the equipment and the material. A narrow focus. The students became very good at manufacturing the product, but had little or no knowledge of how a manufacturing organization worked.

  13. Personal Example • Although the students achieved a satisfactory level of success, being new from industry I felt something was missing. That summer I revamped my content and methodology to include a broader manufacturing focus. I introduced concepts that relate to the operation of a typical manufacturing organization

  14. Personal Example • E.g. process planning (how something moves through production), methods engineering, cost control, production control, efficiency calculations, quality assurance. Along with this, I also gave the students more input re: project choices. Recently (within the last couple years), I have introduced global issues and how they affect the local and national economy (I work in Oshawa). To help with this, I often have the economics and business teachers in as guest speakers.

  15. Personal Example • The results have been favourable. The students continue to develop skills, but have become more aware of how manufacturing works and it’s impact. This has enhanced their problem solving abilities as they consider a bigger picture e.g. improved an operation and retrain personnel instead of laying off or what is the impact to the community

  16. Personal Example • Next steps for me include more interaction with local business, which should result in partnerships. • Many of you are already doing this, and have your own stories to relate, this is why sharing of best practices is essential

  17. The Future • As the focus of society becomes more environmental based, so will the jobs and careers • Sustainable design and construction • Renewable Energy • Wind power • Solar power • Research and Development • Alternative fuels • Hybrid vehicles • Geo Thermal energy • Fuel Cell technology

  18. Resources • http://www.thestar.com/article/584410--manufacturers-look-to-future • http://brantrenewable.ca/node/33 • http://heshomeenergy.com/news/?p=385 • http://www2.macleans.ca/2011/09/21/economy-up-off-the-factory-floor/ • http://www.sse.gov.on.ca/medt/investinontario/en/Pages/brochures_advancedmanufacturing.aspx • http://www.ontariocanada.com/ontcan/1medt/downloads/sector_2pgr_auto2_en.pdf • http://www.techtriangle.com/include/get.php?nodeid=231

  19. Questions, Discussion, Next Steps • Sharing of best practices and general discussion • If you would like to share ideas and receive an update, I can be contacted at paul.fraser@dcdsb.ca

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