DACUM PARTICIPANTS
Wandering Aengus Ciders - Ben
Pepsi Northwest - Kenny
Illahe Winery - Ted
Gilgamesh Brewing - Tony
Meduri Farms - Salvador
Prospero Equipment - Gary
DACUM FACILITATOR:
Ohio State University - Katherine Fegus
EXTERNAL EVALUATOR:
David Hata
OBSERVERS AND SUPPORT:
Steve Greco - Chemeketa - Grant Co-PI
Charles Sekafetz - Chemeketa - Grant PI
The weaknesses of the workshop were:
My reactions to the DACUM process of analyzing jobs:
18 August 2018
To: Beverage Industry DACUM Participant
From: Electronics Technology Program
Chemeketa Community College
Salem, Oregon
Greetings:
Thank you once again for being a participant in our DACUM (Developing a Curriculum) focus group for the beverage industry. We at Chemeketa Community College are excited about this important initial step. Without your help and support we would not be able to fully commit the resources that we are receiving from the National Science Foundation. Your technical input is essential and provides the basis for this new program. If our mutual efforts are successful we will be able to provide you with better trained current and future employees.
On September 12 and 13, Ohio State University will be sending a facilitator to lead the DACUM focus group at the Chemeketa Community College Salem Campus. The representative you send to this meeting should be a technician who builds, installs, operates, maintains, repairs, qualifies, or decommissions equipment in the beverage industry. Please forward the following information to your representative so they can be here on time and ready to participate. We need 12-15 participants this first step, so everyone is needed.
Thank you for your participation and we hope that this process will help us create a program that will meet the needs for this important industry.
Key Contacts:
Charles Sekafetz, Principal Investigator DUE 1801181, Chemeketa Community College
503.399.6254 sekafetz@chemeketa.edu
Stephen Greco, Co-Principal Investigator DUE 1801181, Chemeketa Community College
503.399.6506 sgreco@chemeketa.edu
DACUM Meeting Details:
Date:
September 12 and 13, 2018
Location:
Chemeketa Community College
4000 Lancaster Drive NE
Salem, Oregon 97305
Building 4, Room 126
(Please see the map at the end of this letter.)
Time:
Please be there no later than 8:30 am.
Each day should end no later than 5:00 pm.
Parking:
Parking passes will not be required. The Purple or Green parking lots are recommended.
(Signs in the parking lots will help guide you to Building 4.)
Food:
A continental breakfast, snacks, and lunch will be provided both days for all participants.
Stipend:
All participants will receive a $125/day stipend as a way of saying thank you for their participation. There will be a sign-in sheet each day and some paperwork that will need to be completed prior to disbursement of the funds.
DACUM Daily Agenda:
Day 1
8:00 am Continental breakfast
8:30 am Welcome and introductions*
Orientation to the workshop process
9:15 am BREAK
Review of the job
10:15 am BREAK
Identify the major duties
12:00 pm LUNCH
1:00 pm Identify the tasks
2:30 pm BREAK
Continue identifying tasks
3:30 pm BREAK
Continue identifying tasks
4:30 pm Adjourn
* After the welcome and introductions, times are approximate
Day 2
8:00 am Continental breakfast
8:30 am Resume identifying tasks
10:15 am BREAK
Continue identifying tasks
12:00 pm LUNCH
1:00 pm Conclude identifying tasks
2:00 pm Develop enabler lists:
General knowledge and skills;
Worker behaviors;
Tools, equipment, supplies and materials;
Future trends and concerns;
Glossary of acronyms
3:00 pm Conduct chart refinement and sequencing
4:30 pm Evaluation and conclusion of workshop
NSF Grant Abstract 1801181
Community colleges are challenged with designing technician education programs for occupations ill-defined by a single title; technicians within different sectors of the manufacturing industry are known by many different titles. To address this important national issue, Chemeketa Community College in Oregon will collaborate with industry partners including food and beverage processing companies as well as automated and robotic food and processing equipment manufacturers designers and builders. Specific knowledge and skill requirements will be targeted and integrated into a new manufacturing systems technician education program. The goal is to develop an industry-driven program with stackable certificates embedded in a two-year associate degree. The program will also provide clear pathways to employment in high wage fields and/or a baccalaureate degree. As courses for the program are developed, Chemeketa will use a work-based learning model that allows employees to engage both in the classroom and on the job, assuring that students and employers can immediately utilize their new knowledge and skills. This industry-driven project is designed as a prototype that will be useful for addressing regional and national technician education programs in other areas such as aerospace and technology manufacturing. Aerospace and technology manufacturing are both growing manufacturing sectors within large existing companies.
Current programs and courses in associate degree technician programs at the institution will be reorganized and modified to fit the needs of this cross sector of industry partners; new courses will be created as needed based on industry-specific knowledge and skill requirements. Project activities will include the conducting of a DACUM (Developing a Curriculum) which is an occupational analysis process developed by Ohio State University. DACUMs are often utilized extensively in developing two-year college workforce programs. Results from the DACUM will be used by the institution and its industry partners to design the college program, provide professional development for manufacturing employers and educators, and develop a clear pathway to manufacturing careers. The professional development provided for the college educators and industry partners will be based on the DACUM activities as well as on research into models of successful college and industry collaborations. Because our industry partners have indicated they are increasingly incorporating automated processes and robots into production to improve the quality of their products while reducing costs, this project will research, develop, and disseminate curriculum that will prepare workers with the knowledge and skills needed to set up, operate, test, and maintain the machines within the industry. In so doing, the manufacturing systems technician education program and the activities that are created to support the industry needs will can have a significant impact on the students, employers, and the workforce within the industry.
Partial support for this work was provided by the National Science Foundation's Advanced Technological Education (ATE) program under Award No. 1801181. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
