From the Director

Craig McAtee, NCATC Executive Director & CEO

October 2024

Generative AI in Higher Education Is Key to Continued Relevance and Growth

The rise of AI, especially the arrival of generative AI, which can produce a wide variety of media, has ushered in a new era of disruption. While the origins of AI can be traced back to the mid-20th century, the launch of ChatGPT in late 2022 pushed the technology—and the debate on its promise and peril—into the public consciousness.

“The next 25 years will be known as the period where we started to work with machines in a way that accelerates human thinking and capabilities,” observes Eric Horvitz, Microsoft’s chief scientific officer, in a Microsoft WorkLab podcast.

The debut of ChatGPT was unprecedented, with 100 million users signing up within just two months. This adoption rate, which exceeded even the most optimistic predictions, demonstrated the widespread popularity of this transformative technology. The popularity of large language models (LLM) has triggered a reassessment of the potential applications of AI across all sectors, including higher education.

While an overwhelming majority of higher education faculty and administrators believe that Gen AI will impact their institutions in the next five years, far fewer—just one in five—believe their institution is prepared for this change.

Higher education can adapt and use Gen AI, in concert with human judgment, across the entire academic enterprise, from shaping curriculum and transforming core operations to performing routine business tasks more efficiently.

Leaders at the forefront of AI integration are considering the impacts on three distinct fronts:

1. Curriculum evolution: As academic programs evolve, colleges should consider how to prepare students to work alongside AI, capitalizing on its strengths and critically evaluating the appropriateness of its applications. This transition strengthens the need for higher education to foster fundamental human skills, including critical thinking, creative problem-solving, and communication, which will be essential to complement AI-driven tasks.

2. Enhancing core operations: AI integration into core operations like teaching, learning, and community service will enable faculty and staff to strengthen human interventions, offering students highly personalized and accessible assistance at scale. AI integration will also enable the delivery of lessons and materials conducive to individual learning styles, catering to each student’s unique needs and preferences.

3. Streamlining routine tasks: By using AI to carry out everyday business tasks, institutions can unlock opportunities to reduce costs and increase efficiency. Rule-based and routine activities and processes are ideal for AI assistance, enabling staff to reallocate time for more creative, specialized, and personal tasks that positively impact the institution.

Effective governance will be critical in the integration and management of Gen AI. Robust governance structures are needed to ensure data integrity, guide AI development and deployment, and monitor risks. As the technology matures, campus governance committees can shift to overseeing crucial activities and risk management related to AI, establishing controls for its ethical and trustworthy use.

Successfully managing the change associated with adopting Gen AI on college campuses will be integral to success. The introduction of AI signifies a substantial shift in the operational paradigm that could be met with resistance from faculty, staff, and students alike due to fear of the unknown or perceived complexity. Change management can help address these concerns by facilitating a smooth transition.

A few very good, current examples of institutions leading the way in Gen AI in higher education and industry are:

• Microsoft Learn - AI Skills Challenge - Gaining AI skills can increase wages by an average of 21%.* Build in-demand skills with the Microsoft Learn AI Skills Challenge! Master cutting-edge AI technologies like Microsoft Copilot, GitHub, Microsoft Azure, and Microsoft Fabric. Engage in six curated topics, interactive community events, and expert-led sessions to deepen your understanding. Go further in a selection of the topics to earn a Microsoft Applied Skill to showcase your technical knowledge to potential employers. Start your AI journey today.
• Third-party players will continue to influence higher education’s options in the Gen AI arena. Keep an eye on long-standing players such as MainStay, which is expanding its successful student engagement tools into the employee space.
• Arizona State University announced a new collaboration with OpenAI. The partnership involves an AI Innovation Challenge for faculty and staff and seeks to define how the power of AI can be used in higher education in service of institutional mission. As Arizona State University Chief Information Officer Lev Gonick (formerly CEO of OneCommunity in Cleveland, Ohio) explains in an article published in ASU News, “The goal is to leverage our knowledge core here at ASU to develop AI-driven projects aimed at revolutionizing educational techniques, aiding scholarly research, and boosting administrative efficiency.”
• The birthplace of AI, Carnegie Mellon University, continues to champion and apply the scientific method as they teach their students to drive innovation across the institution. Their interdisciplinary approach includes the Simon Initiative, which leverages cognitive tutors and courseware to improve student learning outcomes. Carnegie Mellon University’s Eberly Center for Teaching Excellence and Educational Innovation helps embed AI across the curriculum, working closely with instructors on course design and pedagogy, incorporating AI with purpose and intent.

NCATC 2024 Conference, hosted by Gateway Technical College in Racine, Wisconsin, on September 25-27, was jam-packed with keynotes, expert panels, speakers, industry innovation tours, and an in-depth look at their SC Johnson iMET Center, which focuses on all things Advanced Manufacturing and Technology – Industry 4.0. Take a look at the 2024 Conference Digital Program. Thanks to everyone who made the event a success.

REMINDER: On October 3^rd NCATC is holding our Q3-24 – Quarterly Drop-In, which focuses on one of the four Strategic Pillars of Success: Emerging Technologies: Future of Workforce – Industry 4.0/x.0, Advanced Technology, Smart Automation & Manufacturing – Promising Practices and Needs Discussion. REGISTER HERE

As always, we encourage you to stay regularly connected and up to date on all ATC, WFD, and CTE-related activities and guidance, via the weekly updated NCATC website, social media (LinkedIn, Facebook, Instagram, Twitter, etc.), and quarterly digital newsletters like this one.

2023/24 Membership – Highlights

NCATC Membership Committee – 2024 Initiatives

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• Coalition Member replaces Full Center & Associate Level
• Affiliate Level included CTE High Schools

Moving to Digital Badges and Updated Certificates

NEW Enhanced Member Benefits

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NCATC's Q3-24 – Quarterly Drop-In will focus on one of the four Strategic Pillars of Success: Future of Work / Industry 4.0 – Promising Practices and Needs Discussion with Members.

This session will feature four NCATC Board Directors highlighting recent best practices shared in this newsletter.

This peer-to-peer conversation is intended to build a stronger community of thought leaders in this NCATC Pillar. Bring your “What I Have” and/or “What I Need” mindset to share. 

Please join us on Thursday, Oct 3, 2024, at 2:00 PM ET!

In This Issue

• The Quantum Leap: Shaping the Next Wave of Technicians Through Community Colleges
• Broadening Participation in Industry 4.0 Careers
• Can Colleges Keep Up with the Pace of Industry 4.0?
• Is Your Community Preparing Technicians for the Future of Work?
• Welcome, New Members and Strategic Partners

The Quantum Leap: Shaping the Next Wave of Technicians Through Community Colleges

By Dr. Richard Ammon



As quantum computing swiftly moves from theoretical exploration to practical implementation, the tech industry is facing a growing demand for skilled professionals to propel this transformative technology forward. Quantum computing holds the potential to revolutionize sectors such as pharmaceuticals and finance by tackling complex problems beyond the scope of traditional computers. However, a key challenge remains: the shortage of trained quantum technicians who can support this rapid advancement.

Quantum computing differs fundamentally from classical computing by using quantum bits, or qubits, which can represent multiple states simultaneously through a phenomenon called superposition. This allows quantum computers to process many possibilities at once, greatly increasing their speed and efficiency for solving complex problems. Quantum systems also leverage entanglement, where qubits become linked and affect each other, even at a distance, enhancing their computational power beyond what traditional computers can achieve.

The Rising Need for Quantum Technicians

The demand for expertise in quantum computing extends far beyond just scientists and PhDs. As quantum technology finds its way into practical applications, there is a pressing need for technicians capable of maintaining, operating, and troubleshooting quantum computers, along with developing quantum software and deploying solutions in various industries. These technicians will form the backbone of the quantum revolution, ensuring the systems are scalable, reliable, and functional.

The 2023 Quantum Technician Report from the Quantum Economic Development Consortium (QED-C) stresses the growing need for technicians with specialized quantum skills. While scientists and engineers remain vital, technicians who can handle the practical and operational sides of quantum technology are just as important. These roles will include quantum hardware specialists, software developers, and network technicians, which are key to driving future innovations. To meet the industry’s needs, education systems, particularly community colleges, must quickly integrate quantum computing into their curricula as the technology develops, focusing on practical, hands-on training.

The Urgent Call for Quantum Technicians

The demand for quantum technicians is immediate. The fast-paced nature of the quantum computing sector has left many companies scrambling to find professionals with technical expertise to support these emerging technologies. The shortage of qualified technicians could stall the deployment and scaling of quantum systems, delaying industry progress. Community colleges must respond promptly, developing programs that prepare job-ready quantum technicians to fill these critical roles.

Even though large-scale quantum system production is still in its early stages, there is already a pressing need for technicians to support experimental and prototype developments. A 2022 workforce survey by QED-C revealed that 46% of companies are seeking quantum-skilled technicians immediately, with 43% expecting to be hired within the next few years. Furthermore, nearly half of the respondents estimated that 25% of the work currently performed by engineers could be handled by technicians, highlighting the urgent demand for this workforce.

Key Areas of Quantum Computing Growth

The quantum computing sector is rapidly growing across different regions and industries:

• Chicago’s Quantum Ecosystem: The Chicago Quantum Exchange (CQE) has turned Chicago into a prominent player in the quantum field. With partnerships among top academic institutions like the University of Chicago, Northwestern University, and the University of Illinois Urbana-Champaign, as well as national labs like Argonne and Fermilab, CQE is a driving force in quantum research, engineering, and education. The city’s collaborative approach creates opportunities for students and professionals to engage with cutting-edge quantum technologies.
• North America: The U.S., particularly around hubs such as Silicon Valley, Boston, and New York, is a global leader in quantum computing research and development. Major players like IBM, Google, and Microsoft are heavily investing in quantum innovations. Meanwhile, Canada, with its strong research base at institutions like the University of Waterloo and companies like D-Wave, is also becoming a critical player in the field.
• Europe: The region is witnessing substantial growth, with Germany, the UK, and the Netherlands leading the way. The European Union’s Quantum Flagship program, a €1 billion initiative, is a testament to Europe’s commitment to remaining competitive in the global quantum race.
• Asia-Pacific: China is making significant strides toward becoming a leader in quantum computing, while Japan and South Korea are advancing their capabilities by integrating quantum technology into their existing tech industries.
• Industry Sectors: Beyond geographic boundaries, quantum computing is expected to transform industries such as pharmaceuticals, where it can speed up drug discovery; finance, where it can optimize complex transactions; and cybersecurity, where quantum encryption may revolutionize data security. Quantum technology is also being explored for its potential to enhance energy management and optimize resources.

Community Colleges: A Pathway to Quantum Careers

Community colleges are well-positioned to address the growing need for quantum technicians. Community colleges have a proven history of quickly adapting to industry demands and equipping students with the technical skills required for immediate entry into the workforce. With their focus on practical training and accessibility, community colleges can become key players in preparing the next generation of quantum professionals.

Indian River State College in Florida, for example, launched the first quantum technician training program in Fall 2023, building on their established LASER-TEC initiative. This pioneering effort provides a model for other institutions to quickly integrate quantum computing curricula into existing programs, leveraging past investments to develop a skilled quantum technician workforce.

To develop these programs, community colleges must focus on:

1. Curriculum Development: Collaborating with quantum industry experts to design courses that cover the fundamentals of quantum computing, mechanics, and technologies. These programs must emphasize practical skills in operating and maintaining quantum systems.
2. Industry Partnerships: Establishing strong partnerships with leading quantum companies to provide students with access to the latest technologies, internships, and real-world project experiences. These collaborations will ensure that curricula remain relevant and aligned with industry advancements.
3. Faculty Training: Faculty development is essential in such a rapidly evolving field. Colleges should invest in ongoing professional development, encouraging faculty to collaborate with universities, industry partners, and research projects.
4. Student Engagement: To attract students to quantum programs, colleges should raise awareness of the vast opportunities within the quantum field through outreach, workshops, and collaborations with high schools.

The 2023 QED-C Workforce Report emphasizes the importance of cultivating a quantum-capable workforce at all levels of education. By aligning programs with industry needs and providing experiential learning opportunities, community colleges can lead the way in quantum workforce development.

Conclusion

As quantum computing adoption accelerates, the demand for a skilled workforce capable of supporting this technology has never been greater. Community colleges are crucial to filling this need, preparing quantum technicians who will help drive innovation forward. By developing robust quantum programs, fostering industry partnerships, and supporting faculty, community colleges can ensure students are ready to meet the demands of the quantum age.

The actions taken today to prepare quantum technicians will shape the future of technology and industry. By equipping students with the skills necessary for the quantum world, we are creating pioneers who will lead in an era that will redefine our society. Insights from the QED-C reports are instrumental in guiding these efforts, ensuring that educational systems meet the growing demands of this groundbreaking field.

About the Author

Dr. Richard Ammon is the Executive Director of Workforce Initiatives at the College of Lake County Advanced Technology Center, specializing in workforce development, academic programming, and clean energy initiatives. With a focus on emerging technologies, Dr. Ammon leads efforts in developing educational programs that prepare students for careers in emerging technologies, advanced manufacturing, and renewable energy. Passionate about building partnerships between industry and education, Dr. Ammon works to support the growth of high-demand fields and create sustainable economic opportunities for communities.

References

This content was created with the help of an AI language model to support research, writing, and editing.

Chicago Quantum Exchange. Advancing Quantum Science and Engineering. Chicago Quantum Exchange, 2024. https://chicagoquantum.org/.

D-Wave Systems Inc. D-Wave Quantum Computing. D-Wave, 2024. https://www.dwavesys.com/.

EDQuantum. "Empowering the Next Generation of Quantum Workforce." EDQuantum, 2024, https://edquantum.org/. Accessed 21 Aug. 2024.

European Commission. Quantum Technologies Flagship. European Union, 2023. https://digital-strategy.ec.europa.eu/en/policies/quantum#:~:text=On%205%20December%202023%2C%20the,on%20the%20development%20of%20a

"Quantum AI." Google Quantum AI, https://quantumai.google/.

IBM. IBM Quantum. IBM, 2024. https://www.ibm.com/quantum-computing/.

Microsoft. (2023, June 21). Microsoft achieves first milestone towards a quantum supercomputer. Retrieved September 4, 2024, from https://azure.microsoft.com/en-us/blog/quantum/2023/06/21/microsoft-achieves-first-milestone-towards-a-quantum-supercomputer/

Quantum Economic Development Consortium (QED-C). Guide to building a quantum technician workforce: Reskilling and upskilling recommendations to prepare a workforce of quantum technicians. Arlington, VA: October 2023. https://quantumconsortium.org/workforce23.

The Quantum Insider. "Quantum Computing Companies." The Quantum Insider, 29 Dec. 2023, https://thequantuminsider.com/2023/12/29/quantum-computing-companies/.

University of Waterloo. Institute for Quantum Computing. University of Waterloo, 2024. https://uwaterloo.ca/institute-for-quantum-computing/.

Broadening Participation in Industry 4.0 Careers

Manufacturing in the United States has been expanding regionally and nationally at the same time that low-skill, labor-intensive manufacturing jobs are being replaced by Industry 4.0 highly technical, automated processes. To meet this increased demand for highly skilled manufacturing technicians, community college manufacturing programs must evolve to meet these changing industry environments and attract a wide diversity of students. Women have traditionally been greatly underrepresented in manufacturing careers, but they represent the largest pool of untapped talent needed to address the manufacturing skills gap threatening America. Working collaboratively with industry partners and building on research findings that identified reasons why many women are not interested in manufacturing careers, Rowan-Cabarrus Community College (RCCC) in North Carolina created the Women in Engineering and Industrial Technologies (WE IT) program funded by the National Science Foundation (NSF). This program designed a series of activities that worked to broaden participation in manufacturing careers.

Identifying Career Influencers

To accomplish the goal of increasing enrollment of women in college engineering and industrial technology programs, WE IT focuses on changing perceptions of both potential students and career influencers (i.e., parents, counselors, advisors, teachers, faculty, and administrators). Career influencers take part in industry tours and Taste of Industry events held on the college campus. Potential students are targeted through a variety of programs including an Industry Speaks series for high school students and an internal awareness campaign focused on current Rowan-Cabarrus students including dual-enrolled high school students currently taking courses. It has been informed by and builds on effective practices designed to increase the involvement of women that include, but are not limited to, the Institute for Women in Trades, Technology and Science (IWITTS), National Alliance for Partnerships in Equity (NAPE), the Dream It, Do It campaign launched by the Manufacturing Institute, and the Asheville Buncombe Technical Community College Women in Technology program (an NSF ATE Project).

Taste of Industry and Industry Tours Events

The program utilizes the strong partnership between the college, three K-12 school districts, and the more than 35 partner employers of the North Carolina Manufacturing Institute to develop a replicable model to increase interest among women in engineering and industrial technology programs. The Taste of Industry (TOI) initiative, part of the WE IT project, serves as a significant outreach effort aimed at bridging the gap between educational institutions and career influencers within the college's service area. The event's primary goal is to equip career influencers—such as educators, counselors, and industry leaders—with the necessary resources and knowledge to guide high school students toward advanced technology careers. Career Influencers are given replicable lesson plans that they can take back to their high school classrooms to expose students to what manufacturing jobs look like in our service area. Artifacts and examples of how to run a Taste of Industry event can found here.

Utilizing community partnerships and the North Carolina Manufacturing Institute, college staff also organize field trips, with transportation provided, to local manufacturing partners to expose students and prospective students to the actual work environments that they would be training for. This provides employers with the opportunity to speak directly to students about what opportunities exist for them. Examples of industry tours and industry speaker events can be found here.

For more information about the WE IT program and examples of WE IT activities, contact Tony Bean at tony.bean@rccc.edu or Zack Hubbard at zackary.hubbard@rccc.edu.

This work is part of a project funded by the Advanced Technological Education Program of the National Science Foundation DUE #1801136. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

By Claire Korschinowski, Ed.D.

Futurist Alan Toffler famously said, "The illiterate of the future are not those who can’t read or write but those who cannot learn, unlearn, and relearn." This insight perfectly captures the essence of Industry 4.0—an era defined by automation, artificial intelligence (AI), machine learning, and the Internet of Things (IoT). These technologies are transforming the workplace, where the ability to continuously adapt has become critical for professionals.

One of the greatest challenges of Industry 4.0 is the speed at which skills are changing, raising the question: who will teach these new skills? Traditional education systems, hindered by slow program development and approval processes, often struggle to keep pace. Many colleges rely on grants or one-time investments to acquire the advanced technical assets needed for modern labs, making it even harder to stay ahead.

Unlike past generations, where education followed a linear path to degree completion, Industry 4.0 professionals must embrace modular learning—small, targeted learning experiences that equip them with specific skills on demand. Microlearning platforms, boot camps, online certifications, and corporate training programs are stepping in to fill the gap, offering flexible and continuous learning opportunities.

In addition to these new systems of learning, adaptive thinking and flexibility have become essential traits for the modern workforce. With traditional roles being redefined by intelligent systems, professionals must be able to quickly adopt new technologies and unlearn outdated methods. Critical thinking, problem-solving, and emotional intelligence are becoming just as important as technical skills. The big question is: how can workers learn to stay adaptive, and who will teach them?

Educational institutions must rethink how they teach, ensuring that faculty are equipped to stay ahead of the latest technologies. Traditional lecture-based models may no longer suffice in a world where access to information outpaces textbook content. Learning environments need to be more applied, hands-on, and integrated with real-world applications. Partnerships between industry and education will be vital to creating these dynamic learning spaces.

Organizations that embrace continuous learning ecosystems—where employees have ongoing access to training and reskilling—will thrive. The expectation must shift: learning shouldn’t end with a degree; it must be a lifelong process, embedded throughout an individual’s career.

In conclusion, the future of work demands an adaptive mindset, in line with Toffler’s vision of "learning, unlearning, and relearning." Industry 4.0 presents immense opportunities for innovation and growth, but the key to success will be how well workers, businesses, and educational institutions evolve together.

Experience Industry 4.0 Education in Action

If you’re near Seattle, Washington, and want to experience these technologies firsthand, don’t miss the Industry 4.0: The Industrial Metaverse-Sustainable Innovation event on October 16th and 17th.

Is Your Community Preparing Technicians for the Future of Work?

By Hope Cotner, President and CEO

CORD

STEM technician education programs face a world in which emerging and converging technologies are transforming existing industries and creating new ones at an unprecedented pace. To help colleges prepare learners for the continuously evolving workplace, the NSF ATE project Preparing Technicians for the Future of Work led by CORD conducted research activities across the country with industry leaders and academic partners from a wide range of fields to learn how technology advancement is impacting technician job tasks and roles. Informed by this work, the project identified three skill areas that are common across multiple technologies and deemed essential for future STEM technicians: data knowledge and analysis, advanced digital literacy, and business knowledge and processes. These “cross-disciplinary STEM core” skill sets and recommendations for integrating them into technical programs are described in A Framework for a Cross-Disciplinary STEM Core.

The Cross-Disciplinary STEM Core encompasses broad, adaptable skill sets that can be applied across multiple technical fields. These skills are essential because they transcend narrow job specializations. As markets shift and companies adopt new technologies to keep pace, technicians must have the ability to move laterally to other jobs, learn new techniques, and work with new equipment. Technicians equipped with the broader skills and knowledge identified in the Cross-Disciplinary STEM Core will be more adaptable to changes and more flexible in the types of work assignments they can accept, and thus more valuable to employers and better positioned for continued employment and advancement.

To facilitate adoption of the Cross-Disciplinary STEM Core at a systemic level, the project developed a toolkit for educators. The Toolkit provides six actionable steps to facilitate the integration of the Cross-Disciplinary STEM Core within a local context. Each step begins with a checklist for assessing college readiness and provides practical tools for implementing the recommendations. The Toolkit is not prescriptive but designed to be adaptable and encourages institutional flexibility in the process. Steps can be completed in a non-linear fashion with tasks running concurrently based on their unique context and needs. It serves as a guide to help colleges adopt a cross-disciplinary approach, ensuring students are well-prepared for a rapidly changing workforce.

Practical Application for Educators

One practical starting point for educators is to integrate cross-disciplinary lessons into existing courses, rather than creating entirely new courses in an already packed curriculum. Integrated lessons can help students connect content across disciplines and acquire a broader perspective on how different skills interrelate. For example, teaching the Cross-Disciplinary STEM Core might look like integrating data analysis and visualization into a bio-, geo-, or agricultural technology course. Taking cross-disciplinary instruction to a higher level might involve collaborating with faculty from different departments to co-teach a skill set while emphasizing its relevance across their respective areas.

In addition to the Toolkit, Preparing Technicians offers a rich collection of resources for educators, including over 50 podcast episodes and classroom-ready instructional cards. At Rowan-Cabarrus Community College (NC), for instance, an IT instructor incorporated an activity from the project’s instructional card on entrepreneurship—featuring scenarios based on Industry 4.0, manufacturing, and IT hardware installation—into an Introduction to Ethical Hacking course. This sparked engaging discussions about the “entrepreneurial mindset,” the relationship between IT and Industry 4.0, and the role of IT in business start-ups.

To learn more and take advantage of project resources, visit PreparingTechnicians.org.

Make Your Voice Heard – Take Our National Survey

As part of an ongoing initiative to support colleges in aligning programs with evolving industry needs, Preparing Technicians created a new national survey for both educators and employers that debuted at the recent NCATC conference. This survey is designed to gather data that identifies the latest emerging skill priorities and trends of interest to technical programs and their industry partners, helping colleges stay on the cutting edge of technician training. Participate in this survey and amplify your impact on the future of work.

Engage Your Industry Partners

We encourage member colleges to share this survey with their industry partners and invite them to participate. Their insights will help guide technician programs in developing industry-responsive curricula and ensure that students are equipped with the skills necessary for future success.

Welcome, New Coalition Member

Welcome, New Strategic Partners

NCATC 2024 Conference – Recap in Pictures