An Associate Degree in High-Performance Manufacturing. Final Report.

Autor/in	Packer, Arnold H.
Institution	Pennsylvania Association of Developmental Educators.
Titel	An Associate Degree in High-Performance Manufacturing. Final Report.
Quelle	(1994), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Associate Degrees; Community Colleges; Computer Assisted Design; Education Work Relationship; Electronics Industry; Graphic Arts; Manufacturing; Metal Industry; Minimum Competencies; School Business Relationship; Technology Education; Two Year Colleges + Suchen Sie Ihr Suchwort? Community college; Community College; Elektronikindustrie; Grafik; Grafisches Gestaltung; Herstellung; Metallindustrie; Fundamentum; Mindestwissen; Technisch-naturwissenschaftlicher Unterricht
Abstract	Stemming from a series of panel discussions between employers from the manufacturing sector and community college educators, this document describes the development and goals of the two-year Associate Degree in High-Performance Manufacturing and outlines 20 standards for the degree agreed upon in the discussions. Part I describes the origin of the degree, designed to represent an agreed-upon content for the two-year degree so that meaningful standards might be reached by manufacturing students and workers, and reviews the role of standards, universal competencies, and general education in the degree. Part II then describes 20 standards for manufacturing students and workers, including the competencies involved, performance requirements, and illustrative tasks that cannot be performed without the competencies. These standards include the ability to: (1) allocate time, money, material, facility, and human resources; (2) acquire and evaluate information; (3) understand and comply with legal requirements; (4) organize, maintain, interpret, and communicate information; (5) use computers; (6) engage in teamwork; (7) teach others; (8) serve clients; (9) exercise leadership; (10) negotiate; (11) work with diversity; (12) identify, describe, and work with systems; (13) understand and describe social, political, economic, and business systems in which firms function; (14) monitor and correct performance; (15) design and improve systems; (16) select and apply technology; and (17) perform maintenance and troubleshooting. Part III reviews traditional, hybrid, and modular models of curriculum design, rating each according to flexibility, articulation, integration, and distance and computer-based learning. A list of panel participants is appended. (KP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC