Center for Advanced Automotive Technology (CAAT) Overview MEATA Conference May 13, 2011

What is CAAT? Center for Advanced Automotive Technology A Regional Advanced Technological Education (ATE) Center At Macomb Community College and Wayne State University Funded for four years in September, 2010, by the National Science Foundation (NSF) To advance the preparation of skilled technicians for work with advanced powertrain technologies in the automotive industry

About ATE Centers Established by Congress in 1992, now number 40 Focused on two-year colleges: Cultivate partnerships across academic institutions, between them and employers Support educational improvements for technicians: Curriculum development and dissemination Professional development of faculty Strengthen career pathways - secondary to two- and four-year institutions

Why CAAT? Automobile Industry is Crucial to Energy Use in the US ~80% vehicles ~60% autos and light trucks

Forces for Increasing Energy Efficiency of Automobiles Increasing cost of petroleum Dependence on imported oil Large trade imbalance Limited petroleum supply Probable increasing of global warming Stricter fuel economy standards (target of 35 mpg for the combined fleet in 2020)

Future of Advanced Automotive Technologies Improve Vehicle Fuel Economy and Emissions Displace Petroleum Hydrogen Fuel Cell (FCV) Electric and Extended Range Vehicles (EV, EREV) Hybrid-Electric Vehicles (HEV) and Plug-Ins (PHEV) Internal Combustion Engine System Improvements Internal Combustion Engine System Improvements Time Petroleum Energy Sources Alternative Fuels (Ethanol, Biodiesel, CNG, LPG) Electricity Hydrogen 6

Why CAAT at Macomb/WSU? Located in the heart of the rejuvenated US auto industry Long history of serving the industry Leaders of advanced automotive curriculum development

Michigan: The Automotive Research Center The R&D centers in Michigan are concentrated around OEM headquarters and the Environmental Protection Agency located in Ann Arbor Over 215 Automotive R&D Companies in Michigan Over 50% are Engineering Centers Applied & Basic Research Centers Testing Centers Most (85%) are clustered in southeast Michigan 60% of the top 150 automotive suppliers to North America are headquartered in Michigan

Advanced Batteries Opportunity Projected to be $20 Billion worldwide market by 2020 Both commercial and defense segments adapting HEV, PHEV, EV technologies R&D Supply Chain Pack Manufacturing Cell Manufacturing Vehicle Integration MI has significant competitive advantages Established OEMs, Suppliers, R&D US Army TARDEC – National Automotive Center Universities

The CAAT Process Input Sources Value-Added by CAAT Outputs 4/11/2018 Gather, clarify, and organize inputs Build inventory of existing curricula Identify gaps and weaknesses in the current curricula Award seed grant contracts to address identified curricula gaps and to assist adaptation by client institutions Build and maintain curriculum database Develop and maintain a Center website to disseminate curricula documentation, technical and industry information, event calendars, contacts, and career opportunities Conduct professional development workshops for CC faculty Develop 2+2+2 articulation plans connecting k-12, community colleges, and baccalaureate programs Conduct outreach workshops for first responders and k-12 faculty and students Promote sustainable transportation technology to industry and educational symposia and the general public Academic history of MCC and WSU Faculty input Industry partners SMC3 and other CCs 4-year partners and other colleges and universities Government agencies Industry associations CAAT Advisory Board Comprehensive and disseminated curricula (current, cost effective, applied, articulated) Expanded professional development of faculty and first responders Skilled and prepared technicians Defined 2+2+2 educational pathways Industry satisfaction and support Increased K-12 interest and skills Increased public knowledge of efficient and green automobiles Increased number of internships and job placements Increased enrollment of under-represented populations 4/11/2018

The CAAT Process Comprehensive and disseminated curricula (current, cost effective, applied, articulated) Expanded professional development of faculty and first responders Skilled and prepared technicians Defined 2+2+2 educational pathways Industry satisfaction and support Increased K-12 interest and skills Increased public knowledge of efficient and green automobiles Increased number of internships and job placements Increased enrollment of under-represented populations Input Sources Value-Added by CAAT Outputs Academic history of MCC and WSU Faculty input Industry partners SMC3 and other CCs 4-year partners and other colleges and universities Government agencies Industry associations CAAT Advisory Board Gather, clarify, and organize inputs Build inventory of existing curricula Identify gaps and weaknesses in the current curricula Award seed grants to address identified curricula gaps and to assist adaptation by client institutions Build and maintain curriculum database Develop and maintain a Center website to disseminate curricula documentation, technical and industry information, event calendars, contacts, and career opportunities Conduct professional development workshops for CC faculty Develop 2+2+2 articulation plans connecting k-12, community colleges, and baccalaureate programs Conduct outreach workshops for first responders and k-12 faculty and students Promote sustainable transportation technology to industry and educational symposia and the general public Comprehensive and disseminated curricula (current, cost effective, applied, articulated) Expanded professional development of faculty and first responders Skilled and prepared technicians Defined 2+2+2 educational pathways Industry satisfaction and support Increased K-12 interest and skills Increased public knowledge of efficient and green automobiles Increased number of internships and job placements Increased enrollment of under-represented populations 4/11/2018

The CAAT Process Academic history of MCC and WSU Faculty input Input Sources Value-Added by CAAT Academic history of MCC and WSU Faculty input Industry partners SMC3 and other CCs 4-year partners and other colleges and universities Government agencies Industry associations CAAT Advisory Board Outputs Academic history of MCC and WSU Faculty input Industry partners SMC3 and other CCs 4-year partners and other colleges and universities Government agencies Industry associations CAAT Advisory Board Gather, clarify, and organize inputs Build inventory of existing curricula Identify gaps and weaknesses in the current curricula Award seed grants to address identified curricula gaps and to assist adaptation by client institutions Build and maintain curriculum database Develop and maintain a Center website to disseminate curricula documentation, technical and industry information, event calendars, contacts, and career opportunities Conduct professional development workshops for CC faculty Develop 2+2+2 articulation plans connecting k-12, community colleges, and baccalaureate programs Conduct outreach workshops for first responders and k-12 faculty and students Promote sustainable transportation technology to industry and educational symposia and the general public Comprehensive and disseminated curricula (current, cost effective, applied, articulated) Expanded professional development of faculty and first responders Skilled and prepared technicians Defined 2+2+2 educational pathways Industry satisfaction and support Increased K-12 interest and skills Increased public knowledge of efficient and green automobiles Increased number of internships and job placements Increased enrollment of under-represented populations 4/11/2018

The CAAT Process Gather, clarify, and organize inputs Input Sources Value-Added by CAAT Outputs Academic history of MCC and WSU Faculty input Industry partners SMC3 and other CCs 4-year partners and other colleges and universities Government agencies Industry associations CAAT Advisory Board Gather, clarify, and organize inputs Build inventory of existing curricula Identify gaps and weaknesses in the current curricula Award seed grants to address identified curricula gaps and to assist adaptation by client institutions Build and maintain curriculum database Develop and maintain a Center website to disseminate curricula documentation, technical and industry information, event calendars, contacts, and career opportunities Conduct professional development workshops for CC faculty Develop 2+2+2 articulation plans connecting k-12, community colleges, and baccalaureate programs Conduct outreach workshops for first responders and k-12 faculty and students Promote sustainable transportation technology to industry and educational symposia and the general public Comprehensive and disseminated curricula (current, cost effective, applied, articulated) Expanded professional development of faculty and first responders Skilled and prepared technicians Defined 2+2+2 educational pathways Industry satisfaction and support Increased K-12 interest and skills Increased public knowledge of efficient and green automobiles Increased number of internships and job placements Increased enrollment of under-represented populations Gather, clarify, and organize inputs Build inventory of existing curricula Identify gaps and weaknesses in the current curricula Award seed grant contracts to address identified curricula gaps and to assist adaptation by client institutions Build and maintain curriculum database Develop and maintain a Center website to disseminate curricula documentation, technical and industry information, event calendars, contacts, and career opportunities Conduct professional development workshops for CC faculty Develop 2+2+2 articulation plans connecting K-12, community colleges, and baccalaureate programs Conduct outreach workshops for first responders and K-12 faculty and students Promote sustainable transportation technology to industry and educational symposia and the general public 4/11/2018

Industry & Other Partners CAAT Organization Evaluators Oversight ATE Program Officer Industry Advisory Board Principal Investigator: Joe Petrosky National Visiting Committee Industry & Other Partners Academic Partners OEMs C.A.R. CCs Universities Seed Grant Contract CAAT Utilities MCC WSU Seed Grant 6 MAGMA Bill Stark CP Yeh Ann DeChellis Tier 1&2 Suppliers Doug Fertuck Gene Liao NextEnergy Seed Grant Contract Sharon Griffith DELEG SMC3 Seed Grant Contracts K-12 14

Major CAAT Initiatives: Provide seed grant contract funding to Community Colleges, Universities, Secondary Schools for: Developing and/or adapting STEM and Advanced Automotive Technology courses, curricula, educational artifacts, etc. Launch CAAT Website as a resource for sharing: Educational programs and materials Info on career pathways, latest advanced automotive technology news, etc.

What’s in It for Our Industry Partners? Resource for: Creating a technician pipeline (graduate or certified) Increasing skills of current employees/technicians Partner to: Plan for future technical needs Educate the general public

What’s in It for Community Colleges, Universities & Secondary Schools? Resource & Partner for: Community Colleges & Universities Secondary Schools Funding Curricula Development and/or Adaptation for: Advanced Auto. Technologies Integration of STEM Concepts Ö Strengthening curricula through industry collaboration Creating awareness of career pathways Faculty professional development

Philosophy for Curriculum Reform Student access to excellent STEM education Foundation for technician education begins in K-12 schools All education sectors (K-12 through university) working together for sound learning Technical curricula: Driven by industry needs Closely aligned with workplace practices Address employability, as well as technical and core academic skills

Curriculum Reform Goals for Automotive Technician Programs Integration of scientific concepts into mainstream high school curriculum Seamless 2+2+2 process for integrated knowledge and experience along the education continuum A single source for curricula and artifacts to support and enable: Faculty at all educational levels to deliver STEM education Preparation of capable technicians and technologists

CAAT Seed Grant Contract Funding Funding available on a first come, first serve basis for educational institutions to develop and/or adapt materials: From modules and artifacts to courses and complete curricula Equipment not to exceed 20% of grant request CAAT and its partners will identify priority development needs

CAAT Seed Grant Process Submit funding request using Proposal Template Proposal approved by CAAT Contract issued with key milestones for: Deliverables Payments Reports

Propulsion Systems and Subsystems CAAT Curricula Status Propulsion Systems and Subsystems Pre-production Production Post-Production Research  Development Testing  Tooling Manufacturing Assembly  Operations Service  Reuse  Recycle HEV/EV Vehicle Systems Batteries Motors, Powertrains, and Controls Grid Interface Alternate Fuel Propulsion Systems EV II EV III HEV I HEV II EV I EV I AES I AES II Fuel Cell Diesel Curricula Readiness: Ready, In Development, Development Opportunities Priority (jobs potential): size of circle

Current Funding Proposals under Consideration Funding Focus/Allocation 10% 80% Secondary Schools Community Colleges Universities Bio Diesel Alternative Energy (Part of a K-12 Alternative Energy Curriculum) Modification of ASE Certification Classes for HEVs Modify Mechatronics Intro course for HEV/EV impact & develop new course focused on HEV/EV controls & software EV Build Projects Battery Job Training Curriculum PEV Interface to Power Grid

OCC Funding Proposal Develop course modules to: Status: Target electrical professionals, registered electrical apprentices and others pursuing licensed electrician career pathway Address competencies required for Plug-in Electric Vehicle to grid interfaces: Install and service pedestals and electrical metering systems, including compliance with State, local, and National Electric codes Status: Pending approval by OCC Administration and submission to CAAT by June 30 (est.) Develop/pilot modules by Q4, 2011

Grant Contract Funding Ideas Curriculum, courses, modules: Creation and/or adaptation Single or multi-institutional Strategies/programs to: Promote understanding of advanced automotive technology career pathways Recruit under-represented populations Develop 2+2+2 articulation agreements Technician Internship Model (with Industry) Outreach Activities (development and delivery): K-12 summer academies focused on STEM, Advanced Automotive Technology concepts Odyssey Events Workshops for First Responders Industry Professionals

CAAT Contacts: MCC:. Bill Stark. 586-445-7905. starkw@macomb. edu CAAT Contacts: MCC: Bill Stark 586-445-7905 starkw@macomb.edu Doug Fertuck 586-447-8619 fertuckd@macomb.edu Ann Marie DeChellis 586-447-8618 dechellisa@macomb.edu Sharon Griffith 586-447-8656 griffiths@macomb.edu WSU: Chih-Ping (CP) Yeh 313-577-0800 yeh@eng.wayne.edu Y. Gene Liao 313-577-1781 liao@eng.wayne.edu