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

2. 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

3. 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

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

5. 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)

6. 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

7. 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

8. 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

9. 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

10. 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 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 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

11. 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 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 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 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

12. 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 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 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

13. 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 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 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 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

14. 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

15. 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.

16. 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

17. 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

18. 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

19. Curriculum Reform Goals for Automotive Technician Programs
Integration of scientific concepts into mainstream high school curriculum
Seamless 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

20. 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

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

22. 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

23. 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

24. 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

25. 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 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

26. CAAT Contacts: MCC:. Bill Stark. 586-445-7905. starkw@macomb. edu
CAAT Contacts: MCC: Bill Stark Doug Fertuck Ann Marie DeChellis Sharon Griffith WSU: Chih-Ping (CP) Yeh Y. Gene Liao