pellissippi state community college advanced …

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PELLISSIPPI STATE COMMUNITY COLLEGE

2021 Governor’s Investment in Vocational Education (GIVE 2.0) Advanced Manufacturing College to Career Collaborative (AMC3)

Lead Entity and Fiscal Agent: Pellissippi State Community College

IN PARTNERSHIP WITH:

1. Knoxville Chamber2. Knox County Schools

3. Employer Partners: DeRoyal Industries; Kelvion, Keurig Green Mountain;Project Director: Teri Brahams, Executive Director of Economic and Workforce Development

Pellissippi State Community College 10915 Hardin Valley Rd., Knoxville, TN 37932

(865) 694-6476

[email protected]

Funding Requested:

$786,284.00

_________________________________ _________________________________

President of Higher Education Institution Project Director (Lead Entity) (Fiscal Agent)

DocuSign Envelope ID: 2636B0D9-B648-49A8-A0FC-52AFCE9F48DF

Table of Contents Alignment with Tennessee’s Drive to 55 Goals ...................................................................................... 1

Localized Data Demonstrating the Need for Action ............................................................................... 1

Clear Linkages Between Grant Activities and Local Needs ................................................................... 4

Section 2. Program Plan ............................................................................................................................. 5

Detailed Project Timeline and Overview ................................................................................................. 5

Clear Alignment of Workforce Data and Drive to 55 Goals .................................................................. 7

Measurable Objectives for Each Phase of Project .................................................................................. 8

Recruitment of Underrepresented Student Groups ................................................................................ 9

Project Governance and Accountability Plan ......................................................................................... 9

Structure of Work-Based Learning Program ....................................................................................... 10

Role of Proposed Equipment Request ................................................................................................... 12

Section 3. Strength of Partnership........................................................................................................... 13

Roles and Capabilities of Mandatory Partners ..................................................................................... 13

Memorandums of Understanding (MOU) ............................................................................................. 13

Section 4. Budget ...................................................................................................................................... 13

Clear Alignment Between Funding Request and Grant Activities and Explanation of Anticipated

Indirect Costs: ........................................................................................................................................ 13

Section 5. Sustainability ............................................................................................................................ 13

Plan for Sustaining the Program Beyond the 30-month Funding Period ........................................... 13

Plan for Maintaining Communication and Sharing Resources Among Program Partners ............... 14

Availability of Long-term Resources to House, Maintain, Repair Equipment .................................... 15

Commitment/Strategy to Maintain a GIVE-developed WBL Program: ............................................... 15

Section 6. Economic Status Acknowledgement – N/A ........................................................................... 15

Abstract/Project Summary: Pellissippi State Community College will lead the efforts of the

GIVE 2.0 Advanced Manufacturing College to Career Collaborative (AMC3) to address four

major obstacles to meeting the workforce needs of the region: 1) access; 2) insufficient early

postsecondary education and training opportunities; 3) inadequate student support; and 4)

misalignment between education and workforce needs. The GIVE 2.0 AMC3 project builds on

the successful work of the GIVE Blount County Careers Collaborative (BC3) and expands the

college’s capacity to meet the local needs documented by the project’s industry partners and

supported by state and regional data. AMC3 will extend the scope of the BC3 Work-Based

Learning Director and Career Navigator positions, increase access to AM-related postsecondary

opportunities and industry-recognized certification options, and expand outreach and awareness

activities and services—growing Pellissippi State’s AM-focused education and training reach to

over 19,000 students across Knox County school system’s middle and high schools.

AMC3 will focus on three goals within advanced manufacturing education and training:

1) increasing interest and preparedness for high-demand Advanced Manufacturing (AM) career

fields; 2) increasing access to and completion of training that leads to in-demand AM-related

industry recognized certifications; and 3) increasing access to and participation in work-based

learning experiences. These goals will be accomplished through three major strategies and

related activities: Enhance/expand advanced manufacturing career awareness and exploration

activities in up to six middle schools; Develop and implement an Advanced Manufacturing

work-based learning (WBL) continuum in Knox County; and Provide training that addresses

skills needed for in-demand occupations (as stated by local employers) and that leads to industry

recognized certifications to meet identified regional workforce needs, Certified Production

Technician Training (CPT 4.0).

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Section 1. Demonstration of Need

Alignment with Tennessee’s Drive to 55 Goals: In alignment with Drive to 55 goals and

the workforce needs of the East Tennessee region, Pellissippi State Community College, three

local advanced manufacturing (AM) sector employers, Knox County Schools, and the Knoxville

Chamber have partnered to form the Advanced Manufacturing College to Career Collaborative

(AMC3). Pellissippi State will lead the efforts of the Collaborative to expand into Knox County

the AM career pathways work achieved through the GIVE Blount County Careers Collaborative

(BC3). Currently, 48.5% of Knox County’s population between the ages of 25-64 have earned a

postsecondary degree. An increase of approximately 12,000 college graduates per year is needed

for Knox County to reach the Drive to 55 mission; 198 additional students must enroll in college

each year through 2025 to increase the county’s college-going rate by 5%.1

Complete Tennessee’s Room to Grow report (2017) documented four significant

obstacles to achieving the Drive to 55: 1) access; 2) insufficient early postsecondary education

and training opportunities; 3) inadequate student support; and 4) misalignment between

education and workforce needs.2 Each of these obstacles is being successfully addressed through

the work of GIVE-BC3. Expansion of BC3’s focused career pathways work into Knox County

will broaden the impact of the BC3 project and strengthen alignment between postsecondary

credentials and the needs of regional employers.

Localized Data Demonstrating the Need for Action: The Knoxville Chamber,

representing 1,900 employer investors, fully supports the AMC3 initiative, and Chamber

president Mike Odom cites labor market research that confirms seven production-related and

1 Tennessee Higher Education Commission & Tennessee Student Assistance Corporation, 2021 Higher Education County

Profile, Knox County. 2 Complete Tennessee, Room to Grow: Regional Perspectives on Higher Education Improvement, Complete Tennessee,

Nashville, TN, 2017.

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maintenance-repair related occupations that have an expected demand of more than 5,300

workers over the next five years. See Appendix A--letter from the Knoxville Chamber detailing

their additional analysis of some of Knox County’s labor market trends.

For several years, changes in the region’s landscape of jobs, skills needed, and training

have required innovation and proactive collaboration between educational systems and business

and industry. The Blount County Careers Collaborative (BC3) is an example of the collaboration

needed to collectively set goals for growth and upskilling of the advanced manufacturing (AM)

workforce. Through BC3’s work, the need for expansion of similar programming and services

into Knox County has been identified as important to meeting the region’s AM workforce needs.

Both anecdotal and published local data, combined with the documented regional and

state data, underscore the goals of the AMC3 initiative. The state’s Academic Supply and

Occupational Demand Annual Report for 2021 includes production workers as #13 of the top 25

occupations in the state by projected growth and machinery maintenance workers as #3 in East

Tennessee.3 The LEAP 2020 In-Demand Occupations Report includes advanced manufacturing-

production occupations and engineering-related occupations as two of the six priority occupation

groups in high demand across the state of Tennessee; twelve specific production occupations are

in high demand in the East Tennessee region, including: electromechanical assemblers;

miscellaneous assemblers and fabricators; CNC tool operators; and production worker helpers.4

A Jobs4TN Area Profile report includes occupations within the advanced manufacturing sector

3 TN Department of Labor & Workforce Development, THEC, TSAC, Academic Supply and Occupational Demand in Tennessee

Report, 2021. https://www.tn.gov/thec/research/supply-and-demand.html 4 TN Department of Economic & Community Development, Center for Economic Research in Tennessee (CERT), LEAP 2020:

In-Demand Occupations. https://tnecd.com/wp-content/uploads/2020/10/2020-LEAP-Report-10-27-2020.pdf

https://www.tn.gov/thec/research/supply-and-demand.html

https://tnecd.com/wp-content/uploads/2020/10/2020-LEAP-Report-10-27-2020.pdf

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in its top 100 occupations with the highest annual openings between 2018-2028, including two

occupational categories in the top 25—team assemblers and maintenance/repair workers.5

Table 1 – Jobs4TN Top 25 Occupational Categories Rank Programs of

Study

Occupation Annual

Openings

10 Manufacturing Team Assemblers 1,175

20 Manufacturing Maintenance and Repair Workers 675

TOTALS 1,850

In line with state and regional data, the AMC3 employer partners anticipate consistent

growth and the need to fill openings in a variety of AM-related positions over the next several

years. Table 2 depicts the projected annual openings across East TN for some of the highest

demand AM-related positions and provides a snapshot of anticipated AM-related openings

specific to AMC3 industry partners. Pellissippi State’s Engineering Technology AAS degree

programs (electrical engineering, electromechanical, and mechanical concentrations) prepare

students to enter these positions and build an educational foundation to pursue 4-year programs

for further career advancement. Starting salaries for all targeted positions are between $35,236-

$56,889 annually,6 above the living wage for a single adult in East TN - $26,9987.

Table 2 – AMC3 Employer Partner and East TN Region Advanced Manufacturing Career Cluster

Openings and Projected Growth 2022-20268

Jobs Annual Median

Salary

Estimated Annual

Openings

AMC3 Partners

Estimated Annual

Openings

East TN

CNC/Manual Machinist $45,531-$48,580 40 135

Production Technician, Machine Operator

Maintenance Technician

Production Supervisor

Welders, Cutters, Solderers, and Brazers

$35,236-$36,681

$35,236-$43,984

$45,960-$56,899

$37,817-$45,531

35

10

5

10

1,505

110

330

145

Industrial Mechanic

Process and Industrial Mold Technician

$45,760-$54,080

$45,760-$54,080

N/A

10

270

115

Totals 110 2,610

5 Jobs4TN, https://www.jobs4tn.gov/vosnet/Default.aspx?enc=vLa15KtdCzQQMP6jrcRdIQ, Area Profile for East Tennessee,

Occupations by Projected Growth Table, Top 100 6 Tennessee School Boards Association District Data Dashboard, LWDA4 and LWDA3 Workforce Regions, Manufacturing

Career Cluster, https://tsbadatadashboard.com 7 MIT Living Wage Calculator, https://livingwage.mit.edu/metros/28940 8 AMC3 Industry Partner MOUs and discussions (MOUs included as Appendix B), Jobs4TN In Demand Occupations to 2026 ,

and Tennessee’s School Board Association District Dashboard, Knox County School District, Advanced Manufacturing Career

Cluster Report

https://www.jobs4tn.gov/vosnet/Default.aspx?enc=vLa15KtdCzQQMP6jrcRdIQ

https://tsbadatadashboard.com/

https://livingwage.mit.edu/metros/28940

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Advanced manufacturing job creation in Tennessee outpaces national growth, with

employment concentration 42% higher than the national average.9 Citing age 56 as the average

age of Tennessee manufacturing workers, the Tennessee Department of Economic and

Community Development (TNECD) estimates that for every four workers that leave the industry

each year, only one is replaced. Interest in the pursuit of manufacturing-related occupations has

been on a steady decline. Misperceptions about wages and career pathways have compounded

the problem, and the growing need for highly technical skills as the industry becomes more

automated has led many young people towards different career paths.10 As a result, supply and

demand gaps have widened in recent years. The advanced manufacturing workforce needs in the

region are significant, and the enrollment and graduation rates for the education/training

programs are not sufficient to meet the projected needs. In the past three years, there have been

130 graduates from the AAS degree programs at Pellissippi State that prepare students for

positions as machinists, production maintenance workers, production associates, industrial

mechanics, and similar occupations. This represents a 28% increase in the number of graduates

since the beginning of Pellissippi State’s BC3 GIVE grant initiative, but the growing demand and

documented shortages of qualified candidates for positions across the East TN region,

demonstrate why the timing is right to expand AM-related program offerings and services into

Knox County through the AMC3.

Clear Linkages Between Grant Activities and Local Needs: The GIVE 2.0 AMC3

project builds on the successful work of the Blount County Careers Collaborative (BC3) and

expands the college’s capacity to meet the local needs documented by the project’s industry

9 Tennessee Department of Economic and Community Development, Mastered in Tennessee article, August 4, 2016,

https://tnecd.com/news/tennessee-is-top-state-in-us-for-advanced-industry-job-growth-brookings-institution-report-finds/ 10 Go Build Tennessee Annual Report & Impact Study, April 2018

https://tnecd.com/news/tennessee-is-top-state-in-us-for-advanced-industry-job-growth-brookings-institution-report-finds/

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partners and supported by state and regional data. AMC3 will extend the scope of the BC3 Work-

Based Learning Director and Career Navigator positions, increase access to AM-related

postsecondary opportunities and industry-recognized certification options (including Certified

Production Technician 4.0), and expand outreach and awareness activities and services—

growing Pellissippi State’s AM-focused education and training reach to over 19,000 students

across Knox County school system’s middle and high schools. The proposed expansion is a

sound investment towards increasing the pursuit and completion of in-demand credentials in

order to meet Drive to 55 goals and the region’s AM-related workforce needs.

Section 2. Program Plan

Detailed Project Timeline and Overview: AMC3 will focus on three goals within

advanced manufacturing education and training: 1) increasing interest and preparedness for

high-demand Advanced Manufacturing (AM) career fields; 2) increasing access to and

completion of training that leads to in-demand AM-related industry recognized certifications;

and 3) increasing access to and participation in work-based learning experiences. These goals

will be accomplished through three major strategies and related activities described below. See

Appendix C for a 30-month timeline of AMC3 activities and the project’s contingency plans.

Strategy 1: Enhance/expand advanced manufacturing career awareness and exploration

activities in up to six middle schools. Related Activities: 1) industry partners to provide field trip

experiences (plant tours, etc.) and provide guest speakers for exploration events. A career

navigator will work closely with college advising staff, K-12, postsecondary, industry, and other

partners to develop and implement a systematic approach to career pathway navigation; 2) work

with employer partners to develop creative and effectual interactive career exploration events

and activities; 3) expand/enhance the alignment of college and industry credentials and career

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opportunities through continued development of AM-focused competency models, career maps,

ladders, and other multi-media aids for distribution to partner schools; 4) offer career exploration

and awareness events that are flexible and responsive to the needs of diverse learners; 5) develop

and implement a schedule of outreach, recruitment, and advisement activities to be conducted by

the career navigator and other college advisors on high school campuses; 6) develop and execute

an outreach and recruitment plan targeting underrepresented student groups; 7) throughout the

project, seek to expand Pellissippi State’s advanced manufacturing course crosswalks and

articulation agreements; 8) provide Certified Production Technician 4.0 (CPT 4.0)11 training and

week-long enrichment camps in machining and 3D design and printing for students interested in

advanced manufacturing career pathways; 9) develop and provide structured student support

services. Strategy 2: Develop and implement an Advanced Manufacturing work-based learning

(WBL) continuum in Knox County. Related Activities: 1) expand the scope of the BC3 work-

based learning (WBL) director position to include working with Knox County schools’ WBL

directors and business and industry to identify current and future workforce needs and be

responsible for coordination, development, and implementation of the WBL continuum; 2)

facilitate the implementation of CPT 4.0 training, machining camps, and 3D design and printing

camps to ensure that curriculum, instruction, and work-based learning prepare students for

careers; 3) work with K-12 partners to develop a schedule of middle school and early high school

career awareness and career exploration WBL activities (workplace tours, guest speakers, career

fairs, teacher externships); 4) develop/expand career preparation and capstone WBL activities,

11 Manufacturing Skill Standards Council (MSCC) Certified Production Technician (CPT) 4.0 certification program’s purpose is

to recognize through certification, individuals who demonstrate mastery of the foundational, core competencies of advanced

manufacturing production at the entry-level to front-line supervisor through successful completion of certification

assessments. The CPT 4.0 program consists of five individual certificate assessments: Safety; Quality Practices & Measurement;

Manufacturing Processes & Production; Maintenance Awareness; Green Production (Not part of Full CPT Certification).

Candidates must earn the first four certificates to receive the Full CPT 4.0 certification.

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such as internship, apprenticeship, instructor externships; 5) plan and execute student and

community career awareness exploration and preparation events; Strategy 3: Provide training

that addresses skills needed for in-demand occupations (as stated by local employers) and that

leads to industry recognized certifications to meet identified regional workforce needs. Related

Activities: 1) hire instructors for CPT 4.0 training; 2) purchase access to training modules for

CPT 4.0 training (including assessments for each) in the following areas: Safety and

Employability; Quality Practices and Measurement; Manufacturing Processes and Production;

Maintenance Awareness; 3) Structure CPT 4.0 instruction that can lead to industry certifications:

OSHA 10; MSCC CPT 4.0 and CPT+ Certifications; NIMS Basic Hydraulic, Basic Pneumatic,

Electrical Systems Level 1, Maintenance Welding Level 1, Measurement Materials Safety Level

1. 4) assist students completing certifications (career navigator/WBL director) with employment

placement, and/or enrolling them in next steps along a career pathway.

Clear Alignment of Workforce Data and Drive to 55 Goals: The GIVE 2.0 AMC3

initiative aligns with regional workforce data and the Drive to 55 goals. The East Tennessee

region anticipates up to 2,610 openings annually in the positions targeted by this proposal;

AMC3 industry partners anticipate filling approximately 110 positions annually for which

Pellissippi State graduates will be prepared to fill. Through the strategies and activities proposed

in this application, enrollment and completion of programs that prepare individuals for these jobs

should increase, moving Knox County closer to achieving the Drive to 55. The AMC3 team will

expand the work of the successful GIVE BC3 project into Knox County and align their efforts

with the ongoing work of the WBL directors at partner high schools and with the state’s TN

Pathways Initiative to continue the upward trend in completion of in-demand AM-related

certifications and training programs.

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Measurable Objectives for Each Phase of Project: Measurable objectives for AMC3 are

established below. See also Appendix D for baseline and comparison data and established target

improvement goals to be achieved. Obj. 1a: Increase participation (year to year) in career

awareness, career exploration, and career preparation WBL activities at the middle school and

high school levels; Obj. 1b: Provide advanced manufacturing-related career awareness and

career exploration activities for at least 250 middle school students annually; Obj. 2a: Provide

manufacturing skills training (CPT 4.0) to at least 20 high school students in Year 1; Obj. 2b:

Beginning in Year 2, increase by 20 annually the number of students who complete at least one

CPT 4.0 module; Obj. 3a: Develop dual credit/dual enrollment opportunities related to CPT 4.0

training and manufacturing pathways; Obj. 3b: By May 2024, establish three (3) advanced

manufacturing-related dual credit/dual enrollment course offerings; Obj. 3c: Beginning in Year

2, increase by 10 students annually participation in advanced manufacturing dual credit/dual

enrollment opportunities; Objective 4a: Increase by 20% enrollment in advanced manufacturing

AAS program concentrations—Electrical Engineering Technology, Electromechanical

Technology, Mechanical Engineering Technology; Obj. 4b: Increase by 50% the number of

female students enrolled in advanced manufacturing AAS program concentrations—Electrical

Engineering Technology, Electromechanical Technology, Mechanical Engineering Technology;

Obj. 5a: Increase the number and variety of manufacturing-related capstone WBL opportunities

available to high school and college students; Obj. 5b: Beginning in Year 2, increase by 10

annually, the number of high school and college students participating in capstone work-based

learning experiences (internships, apprenticeships, OJT, etc.); Obj. 5c: Beginning in Year 2,

place 10-12 instructors annually in externship opportunities.

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Recruitment of Underrepresented Student Groups: Student groups traditionally

underrepresented in AM-related career pathways include females, Black/African-American, and

Hispanic students; therefore, targeted efforts to recruit students from these groups will be an

important focus for the AMC3 initiative. The project team will work with K-12 partners,

employer partners, and community organizations over the first six months of the project to

develop an outreach and recruitment plan targeting underrepresented student groups for

participation in early (middle school) career exploration activities and for the CPT 4.0 training

(high schools). The team will utilize free resources, including those from the National Alliance

for Partners in Equity’s (NAPE’s) Make the Future12 campaign to create effective messages;

connect with the target audience; and implement proven strategies and best practices for

recruiting females and other underrepresented minorities to the field of advanced manufacturing.

Some equitable recruiting strategies that will be used include: reaching out to middle school

students; using personal invitations; creating exploration experiences for targeted students;

engaging female, African-American, and Hispanic role models for participation in early career

exploration activities; using real-world hands-on activities; communicating with

parents/caregivers; partnering with community based organizations; and connecting students to

meaningful work-based learning opportunities.

Project Governance and Accountability Plan: Pellissippi State is the lead entity and

fiscal agent for the proposed GIVE 2.0 AMC3 initiative. The college will be responsible for the

governance, meeting schedule and facilitation, decision-making structure, purchasing, staff

training and management, overall project management, and implementation of project activities.

The college’s executive director of economic and workforce development will serve as the

12 https://napequity.org/special-programs/make-the-future/

https://napequity.org/special-programs/make-the-future/

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project director, with management assistance from the project’s work-based learning director and

career navigator. The AMC3 core team13, under Pellissippi State’s leadership, will serve as a

steering committee, providing project guidance, oversight, direction, and coordination. The core

team will address each strategy and will determine meeting frequency that allows them to direct

and facilitate each strategy’s discreet activities. The core team will meet bi-monthly during the

first six months of the project to ensure completion of the project’s planning/development

objectives. Meetings of the core team will continue quarterly. The WBL director and project

director will facilitate decision-making around the parameters/criteria and budget information

included in the AMC3 proposal; the core team will share implementation responsibility for the

project’s activities, and the team’s leadership will monitor and report on progress towards

meeting objectives. Pellissippi State’s director of grant development will monitor

programmatic/fiscal compliance of the project, working closely with the project director, VPs,

deans, and grant accountant.

Structure of Work-Based Learning Program: The AMC3 team will implement a WBL

system in Knox County that broadens student access to WBL opportunities, deepens learning

experiences, and provides a proactive approach to bridging the gaps between high school,

postsecondary education, and high-demand careers. The team will utilize the state’s WBL

Framework and WBL Toolbox resources to expand the successful BC3 WBL programming into

Knox County. The AMC3 WBL continuum will begin in 6th-8th grades and continue through

postsecondary enrollment and completion. WBL opportunities will include sequenced and

structured career awareness, career exploration, career preparation, and career training

13 Members of the AMC3 Core Team: Pellissippi State Community College – Teri Brahams, Margaret Ann Jeffries, WBL

Director, Jon Gilbert, Career Navigator, Joy McCamey; Knox County Schools-Keith Wilson, Chris Tucker; Knox County

Chamber of Commerce-Amy Nolan; and employer partner representatives from Kelvion, Keurig Green Mountain, and DeRoyal.

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experiences that guide and prepare participants for next steps. Elements of program development

are outlined in the table below:

AMC3 WBL Program Development

Coordination of services among endorsed teachers, counselors, the high school WBL coordinators, and the

project’s WBL director

Partnerships with postsecondary institutions and job training programs to facilitate successful transitions beyond

high school

Adequate staffing of the work-based learning coordination function

A school schedule that enables quality work-based learning and supervision

Communication materials to inform employers, students, and parents of opportunities

Technology infrastructure to support placements, orientations, and actual WBL experiences

Tools, processes and documentation for quality control and compliance with legal requirements

Community-based advisors (employer and other partners) involved in program and with experience planning and

generating opportunities for students

Strong capstone and other work-based learning experiences, including internships, apprenticeships, job

shadowing, OJT, and externships for instructors – MOU commitments from AMC3 employer partners to provide

plant tours, field experiences, job shadowing, instructor externships, and internships/apprenticeships (all partners)

A culture that values and supports WBL across the curriculum for all students

Regionally-aligned pathways with community-shared expectations for WBL experiences and learning outcomes

Evaluative measures that facilitate continuous program improvement

Employer collaboration is a key component for the AMC3 WBL program. Collaboration

will include bringing the AMC3 core team and other business and industry partners together on a

regular basis over the first six months to discuss the WBL needs of employers and how to best

address those needs and successfully prepare students for WBL experiences. The AMC3 career

awareness, exploration, and preparation activities that are planned include employer partners’

commitments (see MOUs) for involvement in workplace tours and field trips, informational

interviews, career mentoring, job shadowing, summer enrichment camps, and externships for

instructors. At the high school level, Certified Production Technician (4 modules) will be offered

that will provide a direct pathway into industry apprenticeships and/or postsecondary training in

manufacturing-related programs at Pellissippi State. For partners who have not previously

offered internships or apprenticeships, the plan is to secure their involvement in early career

awareness and exploration activities at the 6th-8th grade level during the first year of the project,

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while planning for commitments of hosting groups of 3-10 summer and/or other interns in

capstone experiences. Some funding is requested to offset the cost to employers of hosting

students in capstone WBL experiences. All WBL experiences developed through the AMC3

initiative will be: developmentally appropriate; include an orientation for all parties; identify

learning objectives; explore multiple aspects of an industry; develop workplace readiness

competencies; assess student performance; link to the student’s next step; be documented and

recorded; and comply with state and federal labor laws. The AMC3 WBL director will be

responsible for coordinating the development and implementation of the WBL Program,

monitoring the program’s progress, and conducting program evaluation.

Role of Proposed Equipment Request:

Addresses local labor market employment and training needs: The equipment included

in the AMC3 budget is directly tied to employment and training needs as expressed by the AMC3

employer partners. Employer partners and other industry representatives have shared concern

over skills gaps in hands-on mechanical and electrical training specific to an advanced

manufacturing environment. Description of Equipment: Therefore, the AMC3 project budget

includes funding to purchase equipment/supplies to enhance Certified Production Technician

(CPT) and related training: measurement tools learning systems; portable electric relay learning

systems; portable AC/DC electrical learning systems; and laptop workstations and headphones.

Educational Value: These systems provide the capacity to conduct individual and team-based

hands-on projects and will expand accessibility to training and prepare students to earn stackable

micro-credentials for individual modules leading to full MSCC CPT 4.0 certification.

Completion of this certification will facilitate participation in internships and other WBL

experiences, and lead to better employment prospects.

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Section 3. Strength of Partnership

Roles and Capabilities of Mandatory Partners: Pellissippi State, the Knoxville

Chamber, Knox County Schools, and the AMC3 employer partners are committed to working

together to identify and address regional workforce needs and skills gaps. The AMC3 initiative

brings new focus to expanding advanced manufacturing career pathways in Knox County

through increased career exploration and awareness activities coupled with skills-based

preparation and training. Each AMC3 partner is committed to the goals outlined in this proposal

and will be actively involved in strategy planning, implementation, evaluation, and sustainability

planning. Specific project roles, assigned tasks, and related personnel and capabilities of each

partner are included as Appendix E and within the signed MOUs included as Appendix B.

Memorandums of Understanding (MOU): MOUs have been executed that establish the

agreements and commitments of the AMC3 partners; each partner’s respective benefits, roles,

and responsibilities are included. See Appendix B for all partner MOUs.

Section 4. Budget

Clear Alignment Between Funding Request and Grant Activities and Explanation of

Anticipated Indirect Costs: All budget requests are closely aligned with the needs and activities

outlined in the project narrative. See Appendix F for complete budget request details, budget

justification narrative, and an explanation of anticipated indirect costs.

Section 5. Sustainability

Plan for Sustaining the Program Beyond the 30-month Funding Period: The AMC3

initiative expands into Knox County services and activities designed to prepare students for

postsecondary education and entry into the Advanced Manufacturing workforce. The project

will achieve its goals through the addition of essential human resources, equipment/supplies,

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and programming. The total post-grant costs to maintain the positions, equipment, supplies,

and other programming is estimated at approximately $350,000 annually. Pellissippi State is

institutionalizing the WBL Director position in December 2022 and plans to institutionalize the

Career Navigator position by May 2024. The remaining costs to continue GIVE 2.0 activities

and services and ensure maintenance and replacement of equipment will be close to $180,000

annually. This and the ongoing costs of salary and benefits for staff are equivalent to the state

appropriations the college would receive ($6,889/FTE/year) for 50 full-time students. When

AMC3 programs and services are operational and producing anticipated results, the state

appropriations generated will provide the resources needed to continue. Specifically, when

objectives 3c (dual credit/dual enrollment) and 4a (AAS program enrollment) are realized, the

college’s AM-related courses and programs will grow in FTEs, generating approximately state

appropriations in excess of what is needed to sustain AMC3 programming beyond the 30-

month grant period. Employer partners and K-12 system partners are committed to evaluating

the effectiveness of AMC3 programming and services and determining ways to provide

supplies, transportation, tuition assistance, and student support staffing that will support

sustainability beyond grant funding. Additional sustainability funding will include new and

existing fundraising efforts of the Pellissippi State Foundation, including the Student

Opportunity Fund and other scholarship accounts established to provide assistance for

students’ tuition, fees, books, and other education and training expenses. Grants and other

funding opportunities will also be sought to fund ongoing program expansion efforts.

Plan for Maintaining Communication and Sharing Resources Among Program Partners:

Communication and sharing of resources among program partners will continue beyond the grant

period. The partners have a history of working together to identify and address local workforce

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needs and skills gaps, and they will continue to do so. Meetings of the core team will continue on

a quarterly to biannual basis, and data regarding programs and services will be shared, discussed,

and evaluated. Services will continue to evolve with the input of the core team and others. The

WBL director position will be institutionalized in December 2022 and will maintain

responsibility for convening the partner group on a regular basis and ensuring that

communication and resources continue to be shared and utilized to further the project’s intent.

Availability of Long-term Resources to House, Maintain, Repair Equipment: All

equipment maintenance, repair, and replacement are the responsibility of Pellissippi State. The

equipment will be permanently housed on a Pellissippi State campus and college staff will be

responsible for its regular maintenance and inspection schedules. Funds for equipment

maintenance, repair, and replacement will be included/sustained in operational budgets.

Commitment/Strategy to Maintain a GIVE-developed WBL Program: The college and

project partners are committed to maintaining the GIVE-developed WBL program beyond the

30-month funding period. As detailed in the sustainability plan, the WBL director position will

be institutionalized in December 2022. The WBL Director will work closely with the partner

high schools’ WBL directors, employer partners, college faculty and staff, and others to finalize

and implement the sustainability strategy and secure firm commitments for maintaining the

program that is developed through the AMC3 initiative. Structures for supporting students,

including central points of contact for supervisors and other supports, such as transportation and

scheduling will all be part of the finalized sustainability plan. The AMC3 WBL Director will be

the main point of contact and the coordinator for the program during and after the grant period.

Section 6. Economic Status Acknowledgement – N/A

Dear GIVE Grant Reviewers: The Knoxville Chamber, representing 1,900 employer investors, supports the Knox County Advanced Manufacturing College to Career Collaborative (KC-AMC3), which seeks to expand Pellissippi State Community College’s existing advanced manufacturing-focused project into Knox County with funding from the Governor’s Investment in Vocational Education Initiative. With a strong legacy of innovation, the Knoxville region requires a steady pipeline of well-trained workers to allow our local employers to expand their operations and assist in the Chamber’s efforts to recruit new companies. The Knoxville Chamber’s workforce development strategy, Workforce Redefined, discusses the importance of creating employer-informed programs within post-secondary institutions. The participation of Chamber investors DeRoyal Industries and Keurig Dr. Pepper will allow KC-AMC3 to enhance programs to better meet the long-term needs of the regional business community. According to labor market research firm JobsEQ, the production-related occupations of team assemblers, machinists, CNC tool operators, and CNC tool programmers have an expected demand of more 4,000 workers over the next five years. Additionally, the maintenance and repair-related occupations of industrial machinery mechanics, machinery maintenance workers, and mobile heavy equipment mechanics have an expected demand of nearly 1,300. As we enter the post-Covid era, we are met with a volatile workforce that transfers and exits occupations at a greater frequency and an increased reliance on industries that require advanced manufacturing skills. This, combined with the advanced age of workers in these fields, requires new workforce programs to meet this demand. A workforce with these technical skills is essential to the success of Knoxville area companies. We are confident with the collaboration of K-12 and post-secondary education providers, along with employer partnerships, that Knox County students can rise to the challenge of preparing for these in-demand jobs now and in the future. As the economic development agency for Knox County and the City of Knoxville, the Knoxville Chamber stands ready to work with our partners in providing opportunities related to career awareness, exploration, preparation, and training to ensure the trained workforce necessary to drive regional economic prosperity. Thank you for your consideration. Sincerely,

Mike Odom President/CEO

Pellissippi State GIVE 2.0 AMC3 – APPENDIX A: Knoxville Chamber Labor Market Letter

Memorandum of Understanding

Between Pellissippi State Community College and DeRoyal

Whereas, DeRoyal and Pellissippi State Community College (Pellissippi State) acknowledge the need for

and are interested in forming a long-term, regional Collaborative that will work together to identify and

address regional workforce needs and skills gaps in the Advanced Manufacturing (AM) career cluster,

and

Whereas, over the next few years, DeRoyal anticipates many Process Technician and Injection Mold

Technician position openings paying between $22-$26 per hour, and

Whereas, DeRoyal is committed to working with Pellissippi State as part of the Advanced Manufacturing

College to Career Collaborative (AMC3) to: 1) expand and develop academic programs that create

educational and career pathways that lead to industry recognized credentials, employment, and career

advancement; 2) develop and implement a collaborative, meaningful, and structured continuum of work-

based learning (WBL) experiences; 3) expand industry recognized certification preparation and

attainment; 4) contribute to the Drive to 55 initiative by aligning training and program goals with

postsecondary credentials; and 5) increase awareness of and help develop Pellissippi State’s Advanced

Manufacturing programs to better prepare graduates for employment in manufacturing positions at

DeRoyal,

Therefore, each party enters into this memorandum of understanding and agrees to the following roles and

responsibilities related to the GIVE 2.0 Advanced Manufacturing College to Career Collaborative

(AMC3):

Pellissippi State Community College agrees to collaborate in the following ways:

1. Serve as lead entity and fiscal agent for the Knox County GIVE 2.0 grant project—AMC3

2. Through funding of a director and staff to operate the program, provide leadership for the development

and implementation of the AMC3 GIVE 2.0 project including:

a. Participation in a Collaborative advisory committee to plan activities and monitor achievement of

measurable project outcomes

b. Plan and organize career exploration/awareness and Work-Based Learning experiences, including

industry field experiences, career exploration camps and externships

c. Develop and implement skills-based training opportunities

d. Assist industry partners in development of apprenticeship program and recruitment of participants

3. Provide a framework by which GIVE 2.0 AMC3 project initiatives will be evaluated and sustained

DeRoyal agrees to collaborate in the following ways:

1. Active participation in the GIVE 2.0—AMC3 Grant Collaborative. Provide representative/s to serve

on roundtable/advisory committee

2. Assist with development and implementation of AMC3 GIVE 2.0 grant career awareness and

exploration and other Work-based Learning activities through:

a. Plant tours/field experiences, as needed for up to 20 students

b. Providing guest speakers, as needed in various areas of expertise

c. Teacher externships, as needed

d. Internships: 8-10 for students at least 18 years of age

e. Assist with the development and implementation of an apprenticeship program

3. Provide resources to support education and training

4. Share student/employee data with lead entity for all GIVE 2.0 AMC3 activities to be used for project

evaluation

___________________________________ _____________________________________________

L. Anthony Wise, Jr., President Date Rebecca Harmon, Chief Administrative Officer Date

Pellissippi State Community College DeRoyal

DocuSign Envelope ID: E7572CB5-596E-49E9-BE55-905E743AB657

No.2022.087

8/24/2021 8/25/2021

Pellissippi State GIVE 2.0 AMC3 – APPENDIX B: Memorandums of Understanding


Between Pellissippi State Community College and Kelvion, Inc.

Whereas, Kelvion, Inc. and Pellissippi State Community College (Pellissippi State) acknowledge the need

for and are interested in forming a long-term, regional Collaborative that will work together to identify

and address regional workforce needs and skills gaps in the Advanced Manufacturing (AM) career

cluster; and

Whereas, Kelvion, Inc. anticipates hiring for many brazer positions over the next few years; and

Whereas, Kelvion, Inc. is committed to working with Pellissippi State as part of the Advanced

Manufacturing College to Career Collaborative (AMC3) to: 1) expand and develop academic programs

that create educational and career pathways that lead to industry recognized credentials, employment, and

career advancement; 2) develop and implement a collaborative, meaningful, and structured continuum of

work-based learning (WBL) experiences; 3) expand industry recognized certification preparation and

attainment; and 4) contribute to the Drive to 55 initiative by aligning training and program goals with

postsecondary credentials; and 5) increase awareness of and help develop Pellissippi State’s Advanced

Manufacturing programs to better prepare graduates for employment in manufacturing positions at

Kelvion, Inc.;


responsibilities related to the GIVE 2.0 Advanced Manufacturing College to Career Collaborative

(AMC3):


1. Serve as lead entity and fiscal agent for the Knox County GIVE 2.0—AMC3 grant project 2. Through funding of a director and staff to operate the program, provide leadership for the development

and implementation of the GIVE 2.0—AMC3 grant project including:




industry field experiences, career exploration camps and externships for instructors


d. Assist industry partners in development of apprenticeship program and recruitment of participants

3. Provide a framework by which GIVE 2.0 AMC3 grant project initiatives will be evaluated and

sustained

Kelvion, Inc. agrees to collaborate in the following ways:

1. Active participation in the GIVE 2.0—AMC3 Grant Collaborative. Provide representative/s to serve

on roundtable/advisory committee

2. Assist with development and implementation of GIVE 2.0 AMC3 grant career awareness/exploration

and Work-based Learning activities, including:

a. Plant tours/Field Experiences: As needed up to 20 students

b. Providing guest speakers: As needed for various areas of expertise

c. Teacher Externships: As needed

d. Internships: 8-10 for students 18 years of age

e. Apprenticeship program



evaluation

___________________________________ _____________________________________________

L. Anthony Wise, Jr., President Date Jamie Estes, Operations Director, Knoxville RT Date

Pellissippi State Community College Kelvion Knoxville

DocuSign Envelope ID: 2B08D74A-DF05-486B-AFC8-BC3AB27B6AEC

8/31/2021

No.2022.099

9/2/2021



Between Pellissippi State Community College and Keurig Green Mountain

Whereas, Keurig Green Mountain (KGM) and Pellissippi State Community College (Pellissippi State)

acknowledge the need for and are interested in forming a long-term, regional Collaborative that will work

together to identify and address regional workforce needs and skills gaps in the Advanced Manufacturing

(AM) career cluster, and

Whereas, in the next three years (2022-2024), KGM anticipates 75 Production Technician (machine operator)

openings per year, 10 Maintenance Technician (AM-electromechanical) openings per year, and 5 Production

Supervisor position openings per year, and

Whereas, KGM is committed to working with Pellissippi State as part of the Advanced Manufacturing College

to Career Collaborative (AMC3) in order to: 1) expand and develop academic programs that create

educational and career pathways that lead to industry recognized credentials, employment, and career

advancement; 2) develop and implement a collaborative, meaningful, and structured continuum of work-based

learning (WBL) experiences; 3) expand industry recognized certification preparation and attainment; and 4)

contribute to the Drive to 55 initiative by aligning training and program goals with postsecondary credentials;

and 5) increase awareness of and help develop Pellissippi State’s Advanced Manufacturing programs to better

prepare graduates for employment in manufacturing positions at KGM,


responsibilities related to the GIVE 2.0 Advanced Manufacturing College to Career Collaborative (AMC3):


1. Serve as lead entity and fiscal agent for the Knox County GIVE 2.0—AMC3 grant project 2. Through funding of a director and staff to operate the program, provide leadership for the development and

implementation of the GIVE 2.0—AMC3 grant project including:




industry field experiences, career exploration camps and externships


d. Assist industry partner in development of apprenticeship program and recruitment of participants

3. Provide a framework by which GIVE 2.0 AMC3 project initiatives will be evaluated and sustained

Keurig Green Mountain agrees to collaborate in the following ways:

1. Active participation in the GIVE 2.0—AMC3 Grant Collaborative. Provide representative/s to serve on

roundtable/advisory committee

2. Assist with development and implementation of GIVE 2.0 AMC3 grant continuum for career

awareness/exploration and work-based learning activities through:

a. Plant tours/Field Experiences: 3 per year, 20 students per tour.

b. Guest speakers: 5 Per semester

c. Teacher Externship: 1 per year

d. Internships: 5-7 per year

e. Work with Pellissippi State to develop and implement an apprenticeship program

*Note: all numbers included are estimates

3. Support and participate in Pellissippi State led skills-based training for high school students during school

breaks

4. Work with Pellissippi State in developing and offering an apprenticeship program for recent high school

graduates



evaluation

___________________________________ _____________________________________________

L. Anthony Wise, Jr., President Date Bruno Garcia, Senior Site Director, Knoxville Date

Pellissippi State Community College Keurig Green Mountain

DocuSign Envelope ID: 94B2D7FC-A11D-49E8-A875-5E1F2F4E2914

8/24/2021

No.2022.088

8/24/2021


Memorandum of Understanding Between

Pellissippi State Community College and Knox County Schools

Whereas, Knox County Schools (KCS) and Pellissippi State Community College (Pellissippi State)

acknowledge the need for and are interested in forming a long-term, regional Collaborative that will work

together to identify and address regional workforce needs and skills gaps in the Advanced Manufacturing

career cluster, and

Whereas, KCS and Pellissippi State agree to work together as part of the Advanced Manufacturing

College to Career Collaborative (AMC3) to: 1) expand advanced manufacturing-related career awareness

and exploration activities for Knox County students; 2) develop and implement a collaborative,

meaningful, and structured continuum of work-based learning (WBL) experiences for Knox County

students; 3) expand skills-based training for Knox County students interested in advanced manufacturing;

and 4) contribute to the Drive to 55 initiative by aligning training and program goals with postsecondary

credentials,




• Serve as lead entity and fiscal agent for the Knox County GIVE 2.0 grant project—AMC3

• Through funding of a director and staff to operate the program, provide leadership for the development

and implementation of the GIVE 2.0 grant project including:

o Participation in a Collaborative roundtable and/or advisory committee to plan activities and

monitor achievement of measurable project outcomes

o Plan and organize a continuum of Work-Based Learning experiences, including industry

experiences, career exploration & awareness activities, internships/job shadowing, and externships

• Work with Collaborative partners to develop skills-based training that will serve as a pipeline into

Pellissippi State programs, industry apprenticeships, and/or direct hire employment

• Provide a framework by which GIVE grant project initiatives will be evaluated and sustained

• Provide preparation and opportunities for students to complete Industry Recognized Credentials

Knox County Schools agrees to collaborate in the following ways:

• Active participation in the Knox County GIVE 2.0 Grant Collaborative—AMC3. Provide CTE representative/s to serve on roundtable/advisory committee

• Assist with the development and implementation of the AMC3 GIVE 2.0 Work-Based Learning

continuum in areas of:

o Provide connection to classroom teachers in up to 6 middle schools for career exploration

activities including:

▪ 1 field trip experience per school each year

▪ Host 3 industry partner guest speakers per school each semester

o Promote GIVE 2.0 WBL learning activities and skills-based training organized by Pellissippi

State for students

• In compliance with FERPA and other privacy and information sharing guidance and regulations, share

student/employee data with lead entity to be used for project evaluation. No personally identifiable

information (PII) to be shared without explicit consent and approval of individuals and/or parents/legal

guardians of students under 18

• Work with Collaborative partners to develop and conduct outreach services

______________________________________ _________________________________________

L. Anthony Wise, Jr., President Date Bob Thomas, Superintendent Date

Pellissippi State Community College Knox County Schools

DocuSign Envelope ID: 90A71FAF-9F5B-474E-903F-4B4B64C7D1CD

9/9/2021

No.2022.116

9/15/2021


Between Pellissippi State Community College and

The Knoxville Chamber

Whereas, the Knoxville Chamber and Pellissippi State Community College (Pellissippi State)

acknowledge the need for and are interested in continuing the work of the GIVE Career Collaboratives to

identify and address regional workforce needs and skills gaps in the Advanced Manufacturing career

cluster, and whereas, the Knoxville Chamber and Pellissippi State are interested in expanding the GIVE

Blount County Career Collaborative (BC3) work into the Knox County region; and

Whereas, the Knoxville Chamber and Pellissippi State agree to work together as part of the GIVE 2.0

Advanced Manufacturing College to Career Collaborative (AMC3) to: 1) expand and develop academic

programs that create educational and career pathways that lead to industry recognized credentials,

employment, and career advancement in the advanced manufacturing field; 2) develop and implement a

collaborative, meaningful, and structured continuum of advanced manufacturing-related work-based

learning (WBL) experiences; 3) expand advanced manufacturing-related industry recognized certification

preparation and attainment; and 4) contribute to the Drive to 55 initiative by aligning training and

program goals with postsecondary credentials;




1. Serve as lead entity and fiscal agent for the Knox County GIVE 2.0 grant project—AMC3

2. Through funding of staff to operate the program, provide leadership for the development

and implementation of the GIVE 2.0 AMC3 grant project including:

i. Development of a Collaborative roundtable and/or advisory committee to plan activities and

monitor achievement of measurable project outcomes

ii. Plan and organize a continuum of Work-Based Learning experiences, including industry

experiences, career exploration & awareness activities, internships/job shadowing, training and

externships for instructors

3. Provide a framework by which GIVE 2.0 AMC3 grant project initiatives will be evaluated/sustained

The Knoxville Chamber agrees to collaborate in the following ways:

1. Active participation in GIVE 2.0 AMC3. Provide representative/s to serve on roundtable/advisory committee 2. Assist with the development of the GIVE 2.0 grant Work-Based Learning continuum:

i. Facilitate contact and cooperation with business/industry representatives

ii. Assist in development of outreach materials and promotion of AM career pathways

iii. Assist in identifying mentors, guest speakers, and other resources for career awareness,

exploration, preparation, and training activities

iv. Assist in the development of projects supporting professional development and/or externships for

teachers; assist with the development of learning activities for use in education/career training

programs

3. Assist in the identification of in-demand industry-recognized certifications or credentials used for

hiring and promotion

4. Share relevant industry, labor market, and other data with lead entity

__________________________________________ ________________________________________

L. Anthony Wise, Jr., President Date Mike Odom, President and CEO Date

Pellissippi State Community College Knoxville Chamber

DocuSign Envelope ID: 1C82458F-2E97-451E-8EC0-59914743CFAF

8/26/2021

No.2022.094

8/26/2021


Pellissippi State GIVE 2.0 AMC3 – APPENDIX C: Project Timeline and Contingency Plans

1

AMC3 Project Timeline

Month

and Year

Activities Key Person or

Group Responsible

Dec 2021

• Convene AMC3 core team to discuss project plans

• Review application materials and budget

• Revise timeline as needed

• Begin Search for Certified Production Technician (CPT) instructors and

Project Assistant

Project Director

(PD), Work-Based

Learning Director

(WBLD), and

Career Navigator

Jan 2022

• Develop/obtain career pathway maps, ladders, and other visual aids for

use in partner schools

• Develop schedule of career exploration activities and skills training

• Finalize 2022 Spring field trip schedules and guest speakers

• Hire Project Assistant

• Hire CPT instructors for class beginning June 2022

• Convene meeting of AMC3 core team

• Purchase CPT program materials and equipment

• Begin promotion of Spring 2022 CPT Training to high schools

All Project partners

Feb 2022

• Begin developing CPT training program plan with instructors

• Implementation of Spring field trip schedules and guest speakers

• Enroll students in CPT Training for Spring Break session

WBLD and Career

Navigator

Mar 2022 • Implementation of Spring field trip schedules and guest speakers

• Develop structure and action plan for implementation of instructor

externships, apprenticeships and CPT training


• CPT Training-Spring Break

WBLD and Career

Navigator

Apr 2022 • Enroll students in CPT Training programs, summer camps, or

apprenticeships

WBLD and Career

Navigator

May 2022 • Convene meeting of AMC3 core team

• Begin developing schedule of career awareness and career exploration

activities for 2022-2023 school year

• Finalize details of CPT Training launch taking place June 2022

WBLD and Career

Navigator

Jun 2022-

Jul 2022 • 4 week-CPT Training courses begin

• Implement/continuation of summer and other internship, co-op,

apprenticeship, and/or instructor externship experiences

• Implement career awareness and career exploration activities for

Summer 2022-Young Manufacturer Academy, Remake Learning Days

WBLD and Career

Navigator

Aug 2022 • Convene meeting of AMC3 core team

• Utilize career pathway flowcharts and outreach collateral to continue

career pathway multi-media outreach/recruitment efforts

• Continue outreach, recruitment, and advisement activities for Year 2

• Provide career pathway advisement to students leading toward future

completion of certifications

• Discuss enrollment for next steps in identified career pathway program


• Finalize 2022 Fall field trip schedules and guest speakers

• Begin promotion of Fall 2022 CPT Training to high schools

All Project partners

Sep 2022-

Oct 2022 • Implementation of Fall field trip schedules and guest speakers


• Enroll students in CPT Training for Fall Break session

• Purchase and deliver CTE Career guides to middle schools

WBLD and Career

Navigator

Nov 2022-

Dec 2022 • Begin discussion and development for sustainability plan based on first

year results


All Project Partners


2

AMC3 Project Timeline

Month

and Year

Activities Key Person or

Group Responsible

Jan 2023 • Distribute career pathway maps, ladders, and other visual aids in multi-

media formats that identify entry and exit points and show the alignment

of college and industry credentials and associated career opportunities



• Finalize 2023 Spring field trip schedules and guest speakers

• Begin promotion of Spring 2023 CPT Training to high schools

WBLD and Career

Navigator

Feb 2023-

Mar 2023 • Continue developing framework and schedule of student support service

activities for implementation beginning in summer 2023

• Implementation of Spring field trip schedules and guest speakers

• Enroll students in CPT Training for Spring Break session

• Begin promotion of 4-week CPT Training for Summer 2023 to high

schools

• Enroll students in summer and/or fall career pathway opportunities;

provide advisement activities and structured student support services


• Purchase and deliver CTE Career Guides to middle schools

WBLD and Career

Navigator

Apr 2023-

May 2023

• Continue discussion and development for sustainability plan based on

second year results

• Enroll students in CPT Training programs, summer camps, internships,

or apprenticeships


• Finalize details of Summer 2023 CPT Training program

WBLD and Career

Navigator

Jun 2023-

Jul 2023 • Summer CPT Training Courses begin

• Implement/continuation of summer and other internship, co-op,

apprenticeship, and/or instructor externship experiences

• Implement career awareness and career exploration activities for 2023-

Young Manufacturer Academy, Remake Learning Days

WBLD and Career

Navigator

Aug 2023 • Convene meeting of AMC3 core team


• Finalize 2023 Fall field trip schedules and guest speakers

• Begin promotion of Fall 2023 CPT Training to high schools

WBLD and Career

Navigator

Sep 2023-

Oct 2023 • Implementation of Fall field trip schedules and guest speakers


• Enroll students in CPT Training for Fall Break session

• Purchase and deliver CTE Career Guides to middle schools

WBLD and Career

Navigator

Nov 2023 • Begin discussion and development for sustainability plan based on

second year results



Dec 2023 • Continue outreach, recruitment, and advisement activities for last 6

months of grant

WBLD and Career

Navigator

Jan 2024-

Mar 2024 • Convene meeting of AMC3 core team

• Begin promotion/enrollment of Spring 2023 CPT Training to high

schools

• Enroll students in next steps for their identified career pathway program

• Finalize sustainability plan and present to administration teams for

implementation consideration


Apr 2024 • Convene Final meeting of AMC3 core team All Project Partners

May 2024 • Ending/Transitioning of Project All Project Partners


3

Pellissippi State AMC3 Contingency Plans

The AMC3 project timeline represents the ideal structure and timing of planned activities

for AMC3 project implementation. If circumstances change from what is anticipated,

contingency plans are in place to ensure that AMC3 can continue activities and meet project

goals. For example, ongoing Covid-19 pandemic challenges, including school and/or business

closures, can be addressed immediately based on experiences and solutions created during GIVE

BC3 project implementation. Much of what has been developed as a result of the challenges

faced in the BC3 project can be adapted to overcome a variety of challenges to project

implementation, not only those directly related to the pandemic. Specifically, BC3 staff, in

partnership with community and industry partners, Blount County school systems, and

Pellissippi State faculty and staff, established new and systematic ways to engage high-school

students with the advanced manufacturing industry through a combination of virtual and limited

capacity in-person events. This model will be replicated, as needed with partners and students in

Knox County.

• If Covid-19 pandemic restrictions tighten: For Career exploration and awareness

activities: hard copy and digital materials can be provided (i.e. printed and digital

versions of career pathway maps and CTE Career Guides); guest speakers can resume via

Zoom or other virtual platforms; Virtual plant tours can be arranged; additional career

exploration can be accomplished through virtual reality headsets.

• If there are changes in industry partner capacity: On-going building of industry partner

relationships to have to replace any shortfalls of original partners. Also, transitioning to

virtual activities to ease employer burden.

Pellissippi State GIVE 2.0 AMC3 – APPENDIX D: Objectives – Baseline Data

AMC3 Objectives Baseline Information/Data

Obj. 1a: Increase participation (year to year) in career

awareness, career exploration, and career preparation

WBL activities at the middle school and high school

levels

Baseline # of students who participate to be established

in Year 1 of AMC3 and comparisons made each year to

determine increases

Obj. 1b: Provide advanced manufacturing-related

career awareness and career exploration activities for at

least 250 middle school students annually

Baseline is assumed at 0. By the end of Year 2, at least

250 middle school students will have the opportunity to

participate and 250 in Year 3 and thereafter

Obj. 2a: Provide manufacturing skills training (CPT

4.0) to at least 20 high school students in Year 1

This will be a new training opportunity for high school

students; baseline is 0. By the end of Y1 of AMC3, at

least 20 high school students will have the opportunity

to participate in CPT 4.0 training

Obj. 2b: Beginning in Year 2, increase by 20 annually

the number of students who complete at least one CPT

4.0 module

Baseline will be # of students who complete at least

one CPT 4.0 module in Y1 of AMC3

Obj. 3a: Develop dual credit/dual enrollment

opportunities related to CPT 4.0 training and

manufacturing pathways

There are currently no advanced-manufacturing

specific dual credit/dual enrollment opportunities

related to CPT 4.0 training

Obj. 3b: By May 2024, establish three (3) advanced

manufacturing-related dual credit/dual enrollment

course offerings

Baseline is 0; goal is to establish at least one new

offering per year during the AMC3 project.

Obj. 3c: Beginning in Year 2, increase by 10 students

annually participation in advanced manufacturing dual

credit/dual enrollment opportunities

Baseline will be # of students who enroll in an

advanced manufacturing-related dual credit/dual

enrollment opportunity in Y1 of AMC3

Obj. 4a: Increase by 20% enrollment in advanced

manufacturing AAS program concentrations—

Electrical Engineering Technology, Electromechanical

Technology, Mechanical Engineering Technology

Baseline and AMC3 targets – See Table 3 below

Obj. 4b: Increase by 50% the number of female

students enrolled in advanced manufacturing AAS

program concentrations—Electrical Engineering

Technology, Electromechanical Technology,

Mechanical Engineering Technology

Baseline and AMC3 targets – See Table 3 below

Obj. 5a: Increase the number and variety of

manufacturing-related capstone WBL opportunities

available to high school and college students

Baseline to be established at the end of Y1 of AMC3

and comparisons made each year to determine

increases in number and types

Obj. 5b: Beginning in Year 2, increase by 10

annually, the number of high school and college

students participating in capstone work-based learning

experiences (internships, apprenticeships, OJT, etc.)

Baseline will be # of high school students who

participate in an advanced manufacturing-related

capstone WBL opportunity in Y1 of AMC3

See Table 4 below for enrollment/demographic data

(AYs 2018-2019) for Pellissippi State CTE students

participating in advanced manufacturing-related

capstone WBL activities. This data will be used to

compare/benchmark baseline increases of high school

students participating each year

Obj. 5c: Beginning in Year 2, place 10-12 instructors

annually in externship opportunities

Baseline is 0

Pellissippi State GIVE 2.0 AMC3 – APPENDIX D: Objectives – Baseline Data

All baseline and comparison data for Objectives 4a, 4b, and 5b were compiled from

Pellissippi State’s Electronic Fact Book, maintained by the college’s Institutional Effectiveness,

Assessment, and Planning (IEAP) staff.

Table 3. Objectives 4a and 4b Advanced Manufacturing (EET, ET, MET) Enrollment Baseline Data

and AMC3 Target Increases

Advanced Manufacturing – Fall 2019

(EET, ET) and Fall 2020 (MET)

Census Enrollment #s

Baseline

Total

Baseline

Females

Target AMC3

Total

Target AMC3

Females

Electrical Engineering Technology 75 6 90 9

Electromechanical Technology (new

fall 2020)

9 2 20 5

Mechanical Engineering Technology

(new fall 2018)

59 8 71 12

Table 4. Objective 5c Baseline Pellissippi State CTE Students Completing EET, ET, MET Capstone WBL

Activities

Academic

Year

Total Gender

M/F

Race/Ethnicity Low-Income

(Pell-eligible)

English as a

Second Language

Students with

Disabilities

2018-19 50 84% Male

16% Female

88% White 18% 2% 4%

2% Black/AA

6% Hispanic

4% Asian/Other

2019-20 47 94% Male

6% Female

89% White 38% <1% 6%

2% Black/AA

4% Hispanic

5% Asian/Other

Pellissippi State GIVE 2.0 AMC3 – APPENDIX D: Partner Roles & Capabilities

Partner and Role in Carrying Out the

Project and Unique Strengths and

Qualifications

Assigned Tasks

Lead Entity and Fiscal Agent

Pellissippi State Community College

Strengths and Qualifications: The College

currently manages 31 grant projects with over

$26.7M in grant funding, including two GIVE

1.0 grants which have resulted in increased

enrollment and graduation rates in targeted

programs even during overall college

enrollment and graduation declines due to the

Covid-19 pandemic. College faculty, staff, and

administrators maintain strong relationships

with business and industry, workforce

development and community organizations, K-

12 school systems, and other higher education

institutions in the region and across the country

in order to identify needs and develop

programming to meet the regional education

and workforce needs.

Provide leadership for the planning and implementation of the

GIVE 2.0 AMC3 Grant Collaborative; Hire project staff; Provide

leadership for the development of the AMC3 core team/advisory

board and conduct/facilitate regular meetings; Plan and organize

a continuum of WBL experiences; Work with partners to

prepare students with academic and other workplace readiness

skills; Work with partners to develop and conduct outreach

services and recruit students to higher education programs;

Work with partners to align and map education/training program

curriculum and credentialing requirements to industry standards

and needs and to enhance/expand career pathways; Deliver

training; Provide a framework by which AMC3 grant project

initiatives will be evaluated and sustained.

Workforce Development Partner

Knoxville Chamber

Strengths and Qualifications: The Knoxville

Chamber has more than 1,900 member

businesses and serves as the collective,

influential voice for the regional business

community. The Chamber is an active partner

with Knox County Schools and Advanced

Manufacturing business and industry leaders.

Active participation in the GIVE 2.0 AMC3 Grant Collaborative

Core Team/advisory board; Assist with identification of local

workforce needs and related skillset deficits; Assist with design

of program components that address the identified local

workforce needs and skills gaps; Work with Collaborative

partners to align and map education/training program

curriculum and credentialing requirements to industry standards

and needs and to enhance/expand career pathways; Assist with

the identification and engagement of stakeholders, including

marketing/recruitment of partners for identified career pathways

and WBL continuum program activities/experiences.

Employer Partners

DeRoyal Industries is a vertically integrated

manufacturer and marketer of health care

products in Powell, Tennessee.

Kelvion is one of the leading global

manufacturers of heat exchangers and provides

manufacturing solutions for industrial

applications, specializing in customized

solutions suitable for extreme environmental

conditions.

Keurig Green Mountain is a leading beverage

company in North America and the first to

bring hot and cold beverages together at scale.

Formed in 2018 with the merger of Keurig

Green Mountain and Dr Pepper Snapple Group,

the company is nationally known as Keurig Dr

Pepper.

1. Active participation in the GIVE 2.0 AMC3 Grant

Collaborative. Provide representative/s to serve on

roundtable/advisory committee

2. Share student/employee data with lead entity for all GIVE

2.0 AMC3 activities to be used for project evaluation


4. Assist with development and implementation of GIVE 2.0

AMC3 grant career awareness and exploration and

other Work-based Learning activities through:

DeRoyal

• Assist with the development and implementation of an

apprenticeship program

• Internships: 8-10 for students at least 18 years of age

• Plant tours/field experiences, as needed for up to 20

students

• Providing guest speakers, as needed in various areas of

expertise

• Teacher externships, as needed

Kelvion

• Apprenticeship program

• Internships: 8-10 for students 18 years of age

Pellissippi State GIVE 2.0 AMC3 – APPENDIX D: Partner Roles & Capabilities



Qualifications

Assigned Tasks

Strengths and Qualifications: Combined,

these partners employ approximately 7,800

employees and represent small, medium, and

large businesses. The employers are active in

the community and have documented needs for

additional skilled advanced manufacturing

workers.

• Plant tours/Field Experiences: as needed up to 20 students

• Providing guest speakers: as needed for various areas of

expertise

• Teacher Externships: as needed

Keurig Green Mountain

• Guest speakers: estimate 5 per semester

• Internships: estimate 5-7 per year

• Plant tours/Field Experiences: estimate 3 per year, 20

students per tour

• Support and participate in Pellissippi State led skills-based

training for high school students during school breaks

• Teacher Externship: estimate 1 per year

• Work with Pellissippi State in developing and offering an

apprenticeship program for recent high school graduates

• Work with Pellissippi State to develop and implement an

apprenticeship program



Qualifications

Assigned Tasks

K-12 Partner

Knox County Schools

Strengths and Qualifications:

The Knox County high schools combined

graduated 4,330 students in 2019. Knox County

high schools are working on Tennessee

Pathways Certifications by enhancing

coursework that includes early postsecondary

opportunities, and a series of work-based

learning experiences with at least one employer

partner.

• Active participation in the GIVE 2.0 AMC3 Grant

Collaborative Core Team/advisory board; Assist with

identification of local workforce needs and related

skillset deficits;

• Assist with design of program components that address

the identified local workforce needs and skills gaps;

• Work with Collaborative partners to align and map

education/training program curriculum and

credentialing requirements to industry standards and

needs and to enhance/expand career pathways;

• Coordinate and document career exploration and other

work-based learning opportunities for students;

• Support student projects;

• Provide time and coordinate learning opportunities to

teachers; Develop and deliver curriculum and hands-on

training;

• Provide technology infrastructure, WBL coordination

staffing, tools and materials, and professional

development for instructors;

• Assist with the identification and engagement of

stakeholders, including marketing/recruitment of

partners for identified career pathways and WBL

continuum program activities/experiences.

PSCC AMC3 APPENDIX F: BUDGET

Policy 03

Object

Line-item

Reference

EXPENSE OBJECT LINE-ITEM CATEGORY 1 GRANT

CONTRACT

GRANTEE

PARTICIPATION

TOTAL

PROJECT

1, 2 Salaries and Benefits & Taxes $ 323,269.00 $0.00 $323,269.00

4, 15 Professional Fees, Grant & Awards 2 $ 159,000.00 $0.00 $159,000.00

5, 6, 7, 8, 9,

10

Supplies, Telephone, Postage & Shipping, Occupancy,

Equipment Rental & Maintenance, Printing & Publications

$ 51,765.00 $0.00 $51,765.00

11, 12 Travel, Conferences & Meetings $ 19,200.00 $0.00 $19,200.00

13 Interest 2 $0.00

14 Insurance $0.00

16 Specific Assistance to Individuals $0.00

17 Depreciation 2 $0.00

18 Other Non-Personnel 2 $ 123,000.00 $0.00 $123,000.00

19 Capital Purchase 2 $ 52,050.00 $0.00 $52,050.00

22 Indirect Cost $ 58,000.00 $0.00 $58,000.00

24 In-Kind Expense $0.00

25 GRAND TOTAL $ 786,284.00 $0.00 $786,284.00

1 Each expense object line-item shall be defined by the Department of Finance and Administration Policy 03, Uniform Reporting Requirements

and Costs Allocation Plans for Subrecipients of Federal and State Grant Monies, Appendix A . (posted on the Internet at:

http://www.state.tn.usninancelacUdocuments/policy03.pdf).

2 Applicable detail follows this page line-item is funded.

GRANT BUDGET

GIVE Program Competitive Grant AMC3

The grant budget line-item amounts below shall be applicable only to expenses incurred during the following

Applicable Period: BEGIN: 11/15/2021 END: 05/15/2024

http://www.state.tn.usninancelacudocuments/policy03.pdf).

Pellissippi State GIVE 2.0 AMC3 - APPENDIX F: 30-month Grant Budget Line Item Detail and

Justification for $786,284.00

1

Line 1 Salaries and Wages Total- $250,963

Personnel Employment Dates Total

WBL Director (.25 FTE) GIVE 2.0- AMC3

WBL Director (.75 FTE) GIVE 1.0- BC3

WBL Director (1.0 FTE) PSCC Institutional

11/15/2021 - 12/16/2022

11/15/2021 - 12/16/2022

12/17/2022 - 05/15/2024

$ 18,044

Funded by BC3

Funded by PSCC

Career Navigator (.40 FTE) GIVE 2.0- AMC3

Career Navigator (.60 FTE) GIVE 1.0- BC3

Career Navigator (1.0 FTE) GIVE 2.0- AMC3

11/15/2021 - 12/16/2022

11/15/2021 - 12/16/2022

12/16/2022 - 05/15/2024

$21,671

Funded by BC3

$70,856

PT AMC3 Project Assistant 11/15/2021 - 05/15/2024 $39,000

College Instructor Externship Stipends (12) Summer 2022 – Spring 2024 $12,000

Instructors: 2 instructors to be paid to obtain

Certified Production Technician (CPT) instructor

certification (50 hrs x $65/hour each)

Specific dates TBD $6,500

Instructors: 2 instructors to be paid to plan and

facilitate Certified Production Technician (CPT)

training camps (13 37.5 hour 1-week CPT

training camps + 2 weeks planning/prep time

each)

Dates will vary throughout

project period

$82,892

$250,963

$18,044- WBL Director Salary @ .25 FTE or 25% funded by GIVE 2.0- AMC3 calculated

as follows: ($66,630 FTE WBL Director Annual Salary ÷ 12 = $5,553 monthly salary x 25% =

$1,388 x 13 months 11/15/2021 - 12/16/2022 = $18,044). Remaining 75% annual salary funded

by GIVE 1.0 BC3 ($54,145).

The AMC3 project expands the work of the GIVE 1.0 BC3 project into Knox County. In order to

facilitate this expansion, the GIVE BC3 WBL director’s role will be expanded to cover services

and activities with the Knox County school system and employer partners. The WBL director’s

salary and effort will be split and paid 75% by the GIVE 1.0 BC3 project and 25% by the GIVE

2.0 AMC3 project until December 16, 2022. Beginning December 17, 2022, the WBL director’s

salary will be institutionalized and paid 100% by the College.

The WBL director will maintain responsibility for BC3 WBL coordination through the end of

that project and will coordinate GIVE AMC3 by working with GIVE 2.0 partners to plan and

execute an advanced manufacturing work-based learning (WBL) continuum in Knox County;

working collaboratively with each partner high school’s WBL director to ensure coordination of

K-12 and postsecondary efforts and to avoid duplication of services.

$21,671- Career Navigator Salary @ .40 or 40% funded by GIVE 2.0- AMC3 – calculated

as follows: ($50,010 FTE Career Navigator Annual Salary ÷ 12 = $4,168 monthly salary x 40%

= $1,667 x 13 months (through the end of GIVE 1.0 BC3) 11/15/2021 - 12/16/2022 = $21,671.

Remaining 60% annual salary amount funded by GIVE 1.0 BC3.

$70,856- Career Navigator Salary @ 1.0 FTE or 100% funded by GIVE 2.0- AMC3 –

calculated as follows: $50,010 FTE Career Navigator Annual Salary ÷ 12 = $4,168 monthly

salary x 17 months (post-GIVE 1.0 BC3—12/16/22-5/15/24) = $70,856



2

The AMC3 project expands the work of the GIVE 1.0 BC3 project into Knox County. In order to

facilitate this expansion, the GIVE BC3 career navigator’s role will be expanded to cover

services at partnering Knox County schools. The career navigator’s salary and effort will be split

and paid 60% by the GIVE 1.0 BC3 project and 40% by the GIVE 2.0 AMC3 project until

December 16, 2022. Beginning December 17, 2022, the career navigator’s salary will be paid

100% with GIVE 2.0 AMC3 funds.

The career navigator will maintain responsibility for coordination of BC3 school-based career

activities through the end of that project and will also coordinate GIVE AMC3 grant activities

involving student engagement, advising, outreach/recruitment, enrollment, retention, and success

in collaboration with the Work-Based Learning Director and other Pellissippi State advising and

student support staff. The career navigator will provide the following essential functions:

$39,000- Part-Time Project Assistant ($15 an hour x 20 hours a week x 130 weeks) The

project assistant will provide the following essential functions:

• Manage and maintain director and navigator calendars

• Prepare invoices, reports, memos, letters, purchase orders, and other documents

• Coordinate and direct office services, such as records, departmental budget preparation

• Prepare agendas and coordinate project events

• Conduct research, compile data, and prepare papers for consideration and presentation by

director and navigator

• Consult with customers to determine objectives and requirements for events, such as

meetings, conferences, and conventions

• Review event invoices for accuracy and approve receipt

• Coordinate services for events, such as accommodation and transportation for participants,

facilities, catering, audio-visual equipment, transportation, signage, displays, special needs

requirements, printing and event parking

• Maintain records of event aspects, including financial details

$12,000- Instructor Externships for advanced manufacturing college instructors. College

instructors will earn stipends of $1,000 each to participate in externships within

business/industry facilities to gain industry knowledge and become familiar with updates in

industry-specific technology and business practices ($1,000 x 12 instructors).

$6,500- Instructors- Two instructors will be paid to obtain Certified Production Technician

(CPT) instructor certification by completing a 50-hour instructor certification course ($65/hr x 50

hrs x 2 instructors = $6,500).

$82,892- Certified Production Technician Instructors. Two instructors will be paid for two

weeks of planning/preparation and to facilitate 13 one-week CPT training camp experiences for

students ($65/hr x 37.5 hrs/week x 17 weeks x 2 instructors = $82,892).



3

Line 2 Employee Benefits & Payroll Taxes Total- $72,306

Personnel Employment Dates Total Benefits &

Payroll Taxes

WBL Director (.25 FTE) GIVE 2.0-AMC3

WBL Director (.75 FTE) GIVE 1.0- BC3

WBL Director (1.0 FTE) PSCC Institutional

11/15/2021 - 12/16/2022

11/15/2021 - 12/16/2022

12/17/2022 - 05/15/2024

$ 18,044

Funded by BC3

Funded by PSCC

$7,218

Career Navigator (.40 FTE) GIVE 2.0- AMC3

Career Navigator (.60 FTE) GIVE 1.0- BC3

Career Navigator (1.0 FTE) GIVE 2.0- AMC3

11/15/2021 - 12/16/2022

11/15/2021 - 12/16/2022

12/16/2022 - 05/15/2024

$21,671

$70,856

$8,668

$28,342

PT AMC3 Project Assistant 11/15/2021 - 05/15/2024 $39,000 $7,800

College Instructor Externship Stipends (12) Summer 2022-Sping 2023 $12,000 $2,400

Instructors (2): paid to obtain Certified

Production Technician (CPT) instructor

certification

Specific dates TBD $6,500 $1,300

Instructors (2): paid to plan and facilitate

Certified Production Technician (CPT)

training camps

Dates will vary throughout

project period

$82,892 $16,578

$250,963 $72,306

$72,306- Employee Benefits & Payroll Taxes over 30 months. Fringe for the WBL director and

career navigator will be split in the same ways described in Line 1 Salaries and Wages to

accommodate work on both GIVE 1.0 BC3 and GIVE 2.0 AMC3 until the end of the BC3 project.

Fringe benefits are specifically identified to each employee and are charged individually as direct

costs. The directly claimed fringe benefits include: FICA, Retirement, Health Insurance, and

Educational Benefits. TREATMENT OF PAID ABSENCES: Vacation, holiday, sick leave pay

and other paid absences are included in salaries and wages and are claimed on grants, contracts

and other agreements as part of the normal cost for salaries and wages. Separate claims are not

made for the cost of these paid absences. Pellissippi State estimates the cost of all fringe benefits

for full-time employees at 40%; fringe for all PT positions and/or extra duty pay amounts is

estimated at 20% and includes FICA and Unemployment tax only.

Line 4 Professional Fees Total- $95,800

$4,800- Manufacturing Skill Standards Council (MSCC) Certified Production Technician

Instructor Certification Training Content. Access to virtual training content provided by

MSCC for 2 instructors to complete requirements for CPT Instructor certification designation

($2,400 x 2 instructors = $4,800).

$31,200- Manufacturing Skill Standards Council (MSCC) Certified Production Technician

Virtual Training Content. Access for 130 students to virtual training content and assessments

provided by MSCC. Students will access content and assessments during the 13 CPT training

camps facilitated by PSCC certified instructors ($240 x 130 students = $31,200).



4

$52,000- National Institute for Metalworking Skills (NIMS) Certification Exam Fees. NIMS

exams certify individual skills against the national standards. NIMS credentialing program

requires students to meet both performance and theory requirements. Preparation and

certification exams will be offered in 7 NIMS certification areas - Basic Hydraulic, Basic

Pneumatic, Electrical Systems Level 1, Maintenance Welding Level 1, Measurement Materials

Safety Level 1 ($80 per exam x 130 students x 5 certification areas = $52,000).

$7,800- Occupational Safety and Health Administration (OSHA) 10 Industry Recognized

Certification Exam Fees. OSHA General Industry 10-hour Outreach Training provides safety

and health training and preparation and certification exams will be offered to students

participating in AMC3 technical training camps ($60 per exam x 130 students = $7,800).

Line 5 Supplies Total- $51,765

$4,550 CPT Camp Instructional Supply Kits. Instructional supply kits will be provided for

instructors facilitating CPT training camps. Kits will include all supplies needed to successfully

facilitate camp activities ($350 per supply kit x 13 camps = $4,550).

$6,500- Lunch/Snacks for CPT Camps and Other WBL Continuum Activities. Lunch and/or

other snack food items and beverages will be provided for students and instructors participating

in CPT training camps and other WBL continuum events/activities. Costs are estimated at $5.00-

$10.00 per participant per event ($250-$500 per event x 13-26 camps/events = $6,500).

$12,465 Career Guides. Advanced Manufacturing-focused competency models, career maps,

ladders, guides and other multi-media aids for distribution to partner schools will be

designed/printed and utilized in program outreach efforts. Costs and numbers to be printed are

estimated ($2.65 per guide x 4,500 guides = $12,465).

$2,000 Miscellaneous Tools for Certified Production Technician Training (i.e. tape measure,

caliper, micrometer, digital gauge, screwdrivers, wrenches, etc.) ($2000)

$15,000- Supplies for Career Awareness/Exploration Camps, Activities. Instructional and

other consumable supplies, for AM career awareness and exploration camp/activities, including

metal and wire for machining camps; resin/filament for 3D printing camps.

$10,000- Student Laptops for online training to be used for three different learning systems:

Measurement Tools, Electric Relay and AC/DC Electrical ($1,000 per laptop x 10 student

laptops = $10,000)

$500- Student Headphones for Laptops for online training to be used for three different

learning systems: Measurement Tools, Electric Relay and AC/DC Electrical ($50 per headphone

x 10 student headphones for laptops = $500)

Line 6 Telephone – N/A



5

Line 7 Postage and Shipping Total- $250

$250- Costs associated with bulk mailing of outreach materials and/or other project-related

mailing/shipping needs.

Line 9 Equipment Rental and Maintenance – N/A

Line 10 Printing and Publications Total- $500

$500- Estimated cost for in-house printing/publication needs for program outreach and/or other

materials

Line 11 Travel Total- $19,200

$19,200- Transportation for Career Awareness and Exploration Camp Activities (4 school

buses per day x 4 days x $300 per day x 4 camps) provided to transport up to 200 students to two

2022 and two 2023 career awareness/exploration camp events.

Line 12 Conferences and Meetings – N/A

Line 15 Grants and Awards Total- $63,200

$12,000- Instructor Externships for high school instructors. High school instructors will earn

stipends of $1,000 each to participate in externships within business/industry facilities to gain

industry knowledge and become familiar with updates in industry-specific technology and

business practices ($1,000 x 12 instructors).

$51,200- Work-based Learning Wage Reimbursement ($8 an hour x 16 hours a week x 8

weeks x 25 students x 2 years) Work-based learning wage reimbursement (up to one-half

actual wage) to be paid to employers to participate/offer work-based learning experiences to

high school and/or college students.

Line 18 Other Non-personnel Total- $123,000

$25,000- External marketing and advertising costs for development of program and activity-

specific outreach materials.

$98,000- Virtual Reality Headset License ($49,000 license per year x 2 years) Virtual Reality

Headset License will be purchased through TRANSFR VR and the license will provide access to

virtual reality simulation modules in career exploration, as well as virtual reality training

modules for manufacturing skills and welding. The virtual reality simulation will be used in

camps for training as well as in the classrooms for career awareness and exploration.

Line 19 Capital Purchases Total- $52,050

Equipment Learning Systems for Certified Production Technician Training. Each is utilized for

teaching students in a specific system found in a manufacturing environment:



6

$31,970 Measurement Tools Learning System The system allows students to apply

fundamental measurement principles using industry-standard tools like dial calipers,

micrometers, and dial indicators to achieve accurate measurements that are essential to any

technical career or job. Students will acquire skills such as how to measure length, accurate

measurement of inside and outside dimensions, measuring both in U.S. customary and metric

units and collecting measurement data. Includes: (1) Tabletop Workstation; (1) Dial Caliper; (1)

Digital Caliper; (1) Micrometer Set; (1) Rule Set; Dial Indicator; (1) Computer Interface; (1) Standard

Shapes Package; (1) V-Block and Clamp Set; (1) Machinist Square; (1) 91-501-A Data Management

Software; (1) 91-500-A Amatrol SPC Software; (1) N19017 Student Curriculum - Interactive PC-Based

Multimedia; (1) C19017 Instructor's Guide; (1) K19017 Instructor's Resource Print CD; (1) D19017

Installation Guide; (1) H19017 Student Reference Guide. ($6,394 per system x 5 systems = $31,970)

$8,780 Portable Electric Relay Control Learning System is a relay control panel with pre-

mounted electrical control, pneumatic, and electric power components. Students will use these

components to connect electrical terminals to heavy-duty banana jacks to test various automation

control circuits and students will have a thorough understanding of electric relay control.

Includes: (1) Portable Console; (1) Power Cord; (1) Relay Control Components; (1) Electro-

Pneumatic Component Set; (1) Electric Motor; (1) Lead Set; (1) M11132 Student Curriculum -

Interactive PC-Based Multimedia; (1) C11132 Instructor's Guide; (1) K11132 Instructor's

Resource Print CD; (1) D11132 Installation Guide; (1) H11132 Student Reference Guide.

($4,390 per system x 2 systems = $8,780)

$11,300 Portable AC/DC Electrical Learning System is a bench top-mount workstation, lamp

module assembly, pushbutton swAMCh module assembly, selector swAMCh module assembly,

circuit breaker module assembly and handheld digital meter. Students will use these components

to study topics such as manual input devices, voltage measurement, lighting circuits, voltage

dividers, and troubleshooting. The system uses industrial quality components for durability to

stand up to frequent use and to help students become better prepared for what they will encounter

on the job. Includes: (1) Portable Console; (1) Power Cord; (1) Output Component Set; (1) Input

Component Set; (1) Transformer Module; (1) Capacitor/Inductor Set; (1) Digital Multimeter; (1)

Fuse Puller and Fuses; (1) Neon Circuit Tester; (1) M11133 Student Curriculum - Interactive

PC-Based Multimedia; (1) C11133 Instructor's Guide; (1) K11133 Instructor's Resource Print

CD; (1) D11133 Installation Guide; (1) H11133 Student Reference Guide. ($5,650 per system x

2 systems = $11,300)

Line 22 Indirect Costs Total- $58,000 (8% of total direct costs)

This amount will cover costs associated with administrative functions including specific

administrative, management, purchasing, accounting, data collection, and reporting associated

with GIVE grant start-up, implementation, and close-out.

Line 24 In -Kind Expenses – N/A

Line 25 Total Expenses- $786,284

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