The Engineering Technology Pathways project is a collaboration between Purdue University College of Technology and Ivy Tech Community College to increase the advanced technical education mission and supported by the National Science Foundation. A brief summary is located here: http://www.nsf.gov/awardsearch/showAward?AWD_ID=1104245

1. Food and Food Stuff – Indiana’s
Bioeconomy Needs
ET Summit 3/20/13
Chad Laux

2. Grand Challenge
9.1 Billion
people by 2050
will require
Doubling of
food production
Only 10% more
farmland so…
70% more food
from
improved
efficiency

3. Concept
Global Food Security (PCGFS)
• Achieving food security
through combination of
interconnected
scientific, economic, social,
political, and environmental
factors.
• Helping to ensure that we
have enough food, feed and
fuel for the 21st century
and beyond.
3 Pillars (WHO)
• Food availability: sufficient
quantities of food available
on a consistent basis.
• Food access: having
sufficient resources to
obtain appropriate foods for
a nutritious diet.
• Food use: appropriate use
based on knowledge of
basic nutrition and care, as
well as adequate water and
sanitation.

4. Traditional Perspective
Globalization
Fragmented
Operations
Policy
Standards
Regs.
Security and
Safety
Technology
adoption
Biofuels

5. Economic Impact – North Central
Region
• 800,000 +farms
• 88,000+ companies:
o Manufacturing and supply of agricultural inputs
o Agriculture and forestry processing
o Value-added manufacturing of food, nutrition and health products.
o Production of industrial products
• 2.4 million employees
• $2,600 wage premium over
average private sector wage
• $16 billion of Gross State
Product
• 19% of Hoosier workforce
• $3.4 billion in exports

6. Indiana – Economic Impacts

7. The Food & Ag Landscape

8. Global Perspective – Value Chain

9. Sector becoming more developed…

10. …quality systems demand growing….

11. …with increased Value sought…
Value Chains
• Business relationships
collaborative
• Producers have
differentiated value
• Benefits/profits via
strategic partners
• Operations may be
coordinated local-
national-global scale
Supply chains
• Business relationships
competitive
• Producers treated
interchangeably
• Benefits/profits uneven
distributed
• Operations dominated
short term globally
Vs.
University of Wisconsin. (2009). Value Chain Briefing Paper.

12. Target occupations: Middle skill largest
area of growth (all areas)….

13. National Requirements
FDA personnel competencies
• Knowledge of total system flow path – operations
mgmt for food handling/operations (grains & animal)
• Food traceability - Knowledge of industrial preventive
controls
• Risk Assessment -Differentiation between
economic/business risks and public health/regulated
risks
• Food safety management
• Quality management Systems
• Accreditation/evaluation of systems
• Distance Ed delivery – timeless modules basis
Iowa State University, North Carolina State University, Kansas State University. (2012).
FDA training for Food Modernization Act.

14. MEETING THE NEEDS

15. Engineering Technology Pathways: the
Food and Foodstuff Supply Chain
• Objective 1 - Create the infrastructure
needed for technical program students to
transfer from a relevant Ivy Tech A.S.
program to Purdue’s B.S.E.T. program.
• Objective 2 - Establish a virtual learning
community that promotes persistence by
helping to attract and retain
students, engage industry into the
program, and increase student
accessibility.
• Objective 3 - Create robust pipeline
among industry, faculty, staff and
students.
• Objective 4 - Promote sustainability
through ongoing evaluation and
dissemination.

16. ….AOS - Core Competencies…
NSF Roundtable discussions with 40+ industry partners led to the identification of most pressing needs.
Professional Skills Technical Skills Advanced Technical Skills
 Passion for career
 Common sense
 Positive attitude
 Business writing skills
 Communications skills
 Foreign language (esp. Spanish)
is a must in production floor
 Respect for bi-lingual or multi-
lingual colleagues
 People, leadership and
supervision skills
 Advancement mentality
 Maturity
 Willingness to relocate,
commute to rural area
 Willingness to get dirty, accept
non-office jobs
 Problem solving
 Managerial skills
 Skills of working with automation
 Fundamental computer skills
(excel spreadsheet)
 Knowledge of industry standards
 Knowledge of basic calculus and
statistics
 Ability to handle biologically
active items
 Workplace safety knowledge
 Bulk processing knowledge
 Market differentiation
 Project management
 Ability to work with advanced
technology
 Knowledge of biologics
 Lean manufacturing
 Bioprocessing
 Microbiology
 CFR 21 standards
 Regulations/operating systems
and standards
 GFSI
 ISO standards
 Knowledge of OSHA, EPA, IDEM
 Project analysis skills
 Risk mitigation skills
 HACCP
 Hygienic design knowledge

17. Level of Academic
Challenge
Active/Collaborative
Learning
Student – Faculty
Interaction
Supportive Campus
Environment
Enriching Education
Experiences
Student Success - Engagement Model

18. Quality, quantity, and diversity of
students
• Strong core programs + Concentrated studies
• More diverse student population a better student
population
• More interdisciplinary and degree options attract
a more diverse study population (Freitag et. al.
2010; EWEP, 2005)
• Females want a career that is relevant and
rewarding (EWEP, 2005)
• Project and career orientation in embedded in
coursework (Freitag et. al. 2010).

19. Objectives – Coursework Proposals
Technical Electives
• Introduction to Food Technology (3 cr.)
At the end of the course, you as a student will be able to:
• Describe the major chemical and physical properties of food
systems that are important to food quality.
• Utilize the proper terminology/vocabulary as it relates to food
chemistry, food microbiology and food processing
• Explain the role of chemical reactions, enzymes and microorganisms in
food spoilage, food preservation and foodborne disease.
• Discuss the need for food preservation and describe the methods used
by the food industry to preserve food products.
• Discuss the impact of different processing methods on the sensory and
nutritional quality of foods and on overall food safety.
• Explain the many reasons why foods are processed.
• Describe the seven principles of HACCP and how they work together to
ensure food safety in food manufacturing operations.

20. Structure - Food Security Systems
Technical Electives
• Food Quality Management Systems (3 cr.)
At the end of the course, you as a student will be able to:
– Describe the principles and structure of quality
management systems.
– Explain organizational adoption and operations of quality
management systems.
– Explain the role of regulations, standards, and policy in the
food/stuff supply chain locally, nationally, and globally.
– Understand and support organizational adoption and
implementation of food quality management systems
meet international standards (ISO 22000 series).
– Evaluate through audit how organizations meet
international standards compliance.

21. Structure - Food Security Systems
Technical Electives – Future area?
• Security Management Systems (3 cr.)
At the end of the course, you as a student will be
able to:
– Understand security management and defense strategies
– Risk analysis and mitigation
– Establish, implement, maintain and improve a security management
system
– Understand conformance with stated security management policies
– Apply supply chain security principles to the food and food/stuff
supply chain

22. Needs
• Faculty support of AOS
• IF growth of AOS to something larger – added faculty
expertise in Systems/logistics/Biotech knowledge
(currently, FS providing collaboration)
• Student Scholarships
• Student supported Learning Community
• Resources –student/faculty/industry engagement:
– ISO/TAG 34 meetings (locally & international
– Food Defense sector meetings – FBI/FoodSHIELD
– Annual Summit of AOS Stakeholders – previous 2 funded by
NSF
– Student/industry projects per AOS curriculum objectives

23. Engineering Technology Pathways: the
Food and Foodstuff Supply Chain
• Objective 1 - Create the infrastructure
needed for technical program students to
transfer from a relevant Ivy Tech A.S.
program to Purdue’s B.S.E.T. program.
• Objective 2 - Establish a virtual learning
community that promotes persistence by
helping to attract and retain
students, engage industry into the
program, and increase student
accessibility.
• Objective 3 - Create robust pipeline
among industry, faculty, staff and
students.
• Objective 4 - Promote sustainability
through ongoing evaluation and
dissemination.

24. Thank You
Questions?