Issuu

COLLEGE OF INNOVATION & TECHNOLOGY PROSPECTUS

PREAMBLE The prospectus that follows establishes a vision for the College of Innovation & Technology (CIT), an entirely new academic unit. Unlike the typical prospectus, which briefly explains the current position of an existing school of college, this document provides an in-depth description of the anticipated CIT educational offerings, opportunities for graduates, and a timeline for the establishment of the College. This document is the full proposal, with minor modifications, that was shared with the Faculty Council, AAAC and CAC/ BSP in April, and was the basis for the information shared at the campus town hall on April 8, 2020. Since the College is yet to be developed the word “proposal” appears in many places to indicate that final decisions have not been made. The founding dean of the CIT will have a momentous opportunity to build a college from the ground up, leveraging existing University resources to create new and innovative program offerings.

EXECUTIVE SUMMARY The University of Michigan-Flint has a proud history of serving the greater Flint region through community-engaged programs. The new CIT will serve identified regional educational needs, simultaneously addressing the requirements of Industry 4.0 through effective engagement with industrial partners, while offering forward-facing curricular programs that utilize innovative pedagogical approaches. The CIT will enhance the standing of UM-Flint and address identified needs within the higher education system in the state of Michigan. With a focus on professional-general engineering education, coupled with a student-centered educational approach to produce job-ready graduates, the new College will distinguish UM-Flint among the 15 public universities in the state of Michigan. This proposal aligns well with the high-level strategic priorities of UM-Flint, as the focus is on providing an excellent education within a student-centered culture. High-quality programs will enhance and support recruiting efforts by bringing to campus a new segment of students not previously attracted to UM-Flint. Furthermore, programs will be designed from the ground up through a process that engages meaningfully with community and industrial partners. The educational focus of the new College will be on creating “T-shaped” graduates: liberally educated technology professionals who are highly prepared to enter the job market. Graduates will gain deep and relevant experience through work-to-learn and other innovative approaches to teaching and learning, while remaining grounded in the important underlying competencies of a traditional liberal education: analytical reasoning, effective communication, critical thinking, collaboration, cultural awareness, and self-directed learning, while maintaining a strong focus on innovation. Guiding principles in the approach can be summarized by the educational methods planned within the new College. Problem solving, collaboration, and strong teamwork skills will be embedded throughout the curriculum. Diverse teams of students will work collaboratively to develop solutions for industry-derived or defined problems in this work-to-learn environment. Student experiences in this environment will provide enriched perspectives that are necessary in the culturally driven global marketplace of today and the future. Students will actively engage with advisors and faculty mentors, receiving strong career guidance and preparation, while pursuing rigorous and relevant academic programs. Initial curricular offerings are expected to include computer information technology (abbreviated here as IT) and industrial engineering technology (IET). Choosing these as initial programs will allow us to fully leverage existing faculty and physical assets on the campus. However, to fully develop the College, it will be necessary to enhance existing laboratories with more equipment and create additional laboratories to offer the planned curricula. Initially, the College will be housed within existing spaces on campus, but additional laboratories will require the development of space within three to four years following the launch. It is expected that the new College will welcome the first students for the start of the 2021-22 academic year. During the fall and winter semesters of the 2020-21 academic year, the founding dean will work with existing faculty in STEM disciplines to develop curricula and implement laboratories. Concurrently, two bodies will be established to guide the development of the College: a) a strong and effective Industrial Advisory Board that will provide essential input and feedback in the definition of programs, and b) an internal Steering Committee comprised of senior faculty, staff, and administrators to assist with the development of the governing structure and processes of the College during its first three years. The University of Michigan-Flint has a tremendous opportunity to position itself for the future, securing its place as “best in class” among regional comprehensive universities. The CIT is a centerpiece of Project 2020, the action plan that will advance our institution pedagogically, improve student success, and significantly enhance our relationships with industry and external stakeholders.

1. INTRODUCTION Given recent enrollment declines at UM-Flint, it is incumbent upon us to be bold in planning for the future. Mindful of the fact that we will be exposed to economic fluctuations and face challenges from the slow decline in local and statewide college-age population, it is imperative that we focus on programs in demand that help to significantly increase enrollment by the year 2025. The new CIT will develop programs of study that uniquely serve the needs of the state and the Southeast Michigan region. This new academic unit will address the needs of the emerging and growing Industry 4.01 by producing liberally educated technology2 graduates. The proposed College will be modeled to an extent after the highly successful Purdue Polytechnic Institute (PPI), which serves a strong regional need by preparing technology graduates who are in very high demand. At Purdue, graduates of PPI achieve the highest job placement rate and the second highest average starting salary. A collaboration between UM-Flint and PPI began in fall 2019 with a visit and presentation by the PPI Dean. A 16-member delegation of UM-Flint faculty and administrators visited Purdue in February 2020 to meet with their faculty and leadership. This collaboration will allow us to leverage the deep knowledge of PPI leadership in the technology education domain, facilitating and expediting the creation of a CIT at UM-Flint that is configured for the 21st century economy. Engineering education in America has been profoundly influenced by the Grinter Report (Grinter, 1955), a seminal report that has served as a blueprint for engineering education since its release in 1955. In fact, the report is also the genesis of the Accreditation Board for Engineering and Technology (ABET) requirements that are followed by engineering programs nationwide. In a preliminary report published two years prior, a bifurcation of engineering education was suggested: curriculum categorized as “professionalgeneral” and as “professional-scientific.” Over time, the professional-scientific curricula led to BS and BSE degrees in computer science and engineering, while professional-general curricula led to technology, or BST3, degrees. Today, schools of technology fill a gap in the higher education landscape, falling between vocational technical training found in community colleges (AS or AAS Technician Degrees) and the more theoretical engineering degree programs in traditional colleges of engineering and computer science (e.g., Kettering University, University of Michigan Ann Arbor and University of Michigan-Dearborn, etc.). The new CIT at UM-Flint will align with the professional-general category, serving to develop 4-year technology bachelor degree graduates who can address the ubiquity of technology in the landscape of human endeavors. Programs in the proposed CIT will focus on application and implementation, while their related fields, for example computer science and engineering, focus on theory and design. The technology programs will also place greater emphasis on practical hands-on laboratory learning experiences. In order to leverage available resources, such as existing faculty expertise and infrastructure, while maintaining focus on the collaborative nature of program development, the new CIT will be launched with majors that augment our current strengths and laboratory resources (e.g., industrial engineering technology and computer and information technology). The College will then expand to newer areas that may include computer graphics animation, unmanned aerial systems and aviation management, artificial intelligence, cybersecurity, game development and design, technology leadership and innovation, etc. The recent UM-Flint strategic planning process produced five high-level strategic priorities, published at umflint.edu/strategicplanning2017 and repeated here:

1. 2. 3. 4. 5.

A distinctive identity that builds campus pride Excellent education and scholarship across the institution A student-centered culture focused on retention and success Recruitment through high-quality programs and campus life A vital partnership with an engaged community

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------1 Industry 4.0 is the industrial movement in which manufacturing technologies and processes will be interconnected through enabling technologies such as cyber-physical systems, the Internet of Things (IoT), the Industrial Internet of Things (IIoT), cloud computing, cognitive computing, and artificial intelligence. 2

he words ‘engineering’ and ‘technology’ are often used interchangeably to refer to engineering. For example, MIT has “Technology” in its name while offering engineering T degrees but not technology degrees as we are considering here. The College of Technology at Purdue was renamed Purdue Polytechnic Institute in 2018 to differentiate it from Purdue’s top ranked College of Engineering.

ustomary degree titles for Computer Science and Engineering are BS (Bachelor of Science) and BSE (Bachelor of Science in Engineering), while those for technology C programs are BST (Bachelor of Science in Technology).

In turn, the proposed CIT will address and align well with all of these priorities. It will help us to build a distinctive identity as only the second technology-focused academic unit in the state, and unique in southeastern Michigan. With a slate of distinctive and desirable programs, all offered with a focus on producing liberally educated and well-rounded graduates, its student-centered approach and engaged teaching and learning philosophy will contribute toward excellent education and scholarship and improved retention and success. That same core of distinctive programs will facilitate greater recruitment by providing Michigan residents, and those of the Southeastern Michigan region in particular, an excellent alternative to the more theoretically-focused programs offered at many other Michigan universities. Additionally, the CIT will be founded with an Industry Advisory Board (IAB) having representation from important business sectors, in order to ensure alignment with the fifth strategic priority. The proposed CIT will play a key role in helping the UM-Flint gain greater prominence in the state and the Midwest region. The new College on the UM-Flint campus would create a distinctive identity and the opportunity to begin a new technology school from the ground up, unburdened with legacy programs geared toward the industries of the past. The proposed Industry 4.0 focused CIT will offer programs such as information technology and artificial intelligence, as well as forward-looking programs such as UX design, AI and mobility technologies, creating a robust talent pool in Michigan designed to attract business and create new industries, for the present and the future. The CIT will be an additive component of UM-Flint. That is, it will not take resources from existing schools, colleges, or departments. Its genesis and evolution will occur through the acquisition and development of new resources for the campus. It is important to point out that the CIT and its focus on jobs of the future will positively impact other schools and colleges at UM-Flint while supporting the diverse needs of the region and state. Preparing liberally educated graduates using educational paradigms of the 21st century will create opportunities for us to consider as an institution. For example, new majors, certificates, and credentials for lifelong learning will bolster student enrollments institution-wide while meeting regional and state workforce needs. A key aspect of the developing plans for the CIT relates to the partnership with community colleges. Mott Community College has historically been our most important partner in serving the needs of the greater Flint community and CIT offers the opportunity to deepen our relationship. We have begun work to create a network of community collegesâ€”Mott Community College, Delta College, Washtenaw Community College, Lansing Community College, Macomb Community College, and Oakland Community Collegeâ€”to partner with us as we develop this new CIT.

2. CIT EDUCATIONAL FOCUS Technology graduates compliment more traditional graduates in the workplace by sharing work in some areas, while also leading in others, as shown by the overlapped region in the center of Figure 1. The math and natural science requirements are similar, but the focus is on applications, not theory. The teaching and learning styles and practices that embody the preparation of a CIT graduate also represent the applied focus. Learning-by-doing through the application of theoretical practices and project-based learning are foundational educational elements envisioned within the proposed CIT. These programs also require a tight integration with industry that will be facilitated by the IAB.

FIGURE 1: ENGINEERING VS. ENGINEERING TECHNOLOGY (FROM ABET) TESTING & EVALUATION

PRODUCTION

C N O

More Mathematical

-----

RESEARCH

MANUFACTURING

MATHEMATICALLY COMPLEX ANALYSIS

G -----------------------------N I ---R E E --------E N G I N E E R I N G IN

-------------------------

MATHEMATICALLY COMPLEX DESIGN

DEVELOPMENT

ROUTINE DESIGN

Less Mathematical

(From Accreditation Board for Engineering and Technology)

OPERATIONS, SERVICE, & ANALYSIS

DISTRIBUTION & SALES

The research and advisory firm EAB (formerly known as the Educational Advisory Board) based in Washington, DC, notes that the current job market can be described as containing two choices for college students who want to expand their employment options: 1) being a liberally educated technical graduate, or 2) being a technically savvy liberal arts graduate. The proposed CIT will be designed to produce liberally educated technical graduates. A 2016 survey conducted by the Wall Street Journal found that in the workplace, people skills or human skills are as important as, or more important than, technical skills. What employers seem to call for, above all else, are foundational skills like written and oral communication, research, analysis, critical thinking, and creativity, all founded in the liberal arts. Therefore, the CIT will ensure its graduates are liberally educated technical graduates, offering a T-shaped curriculum that provides breadth through the liberal arts and depth in chosen technical disciplines (see Fig. 2).

FIGURE 2: T-SHAPED CURRICULUM FOR CIT PROGRAMS

The focus on boundary-crossing competencies desired in the CIT curricula will naturally lead to collaborative relationships with existing UM-Flint schools and colleges. This collaboration between the CIT and existing units in developing pathways resulting in liberally educated technical graduates describes only a fraction of the anticipated collaboration. It is expected that existing units will have several opportunities to provide pieces of the curriculum across a variety of disciplines as well as partner in the creation of new majors. It is expected that all existing units will contribute courses. For example, a non-exhaustive list may include foundational math and science courses by College of Arts and Sciences (CAS), innovation, human resources, and supply chain courses by School of Management (SOM), health informatics and technologies by CHS and SON, introductory courses in computer science and engineering by CAS The CIT will develop a portfolio of traditional (well recognized) programs, such as IET and IT, as well as innovative programs that serve the needs of Industry 4.0. Additionally, the CIT will leverage the expertise of existing UM-Flint faculty already engaged in certain areas, such as data analytics and artificial intelligence, along with those having strong local ties, such as advancing health informatics and restoring and improving urban infrastructure. Collaboration that stems from incorporating existing courses into new programs offered by the CIT is an additional advantage.

2.1 Guiding Principles for CIT Curricula As mentioned earlier, the CIT focus will be to produce liberally educated technical graduates. Accordingly, the educational philosophy of the College will be that of “Higher Education 4.0,” in which efforts are collaborative, interconnected, and focused on the development of graduates with a T-shaped education. Specifically, the CIT will have a strong relationship with existing academic units to facilitate interdisciplinary collaboration and best practices education of its students. Furthermore, the College and its programs will emphasize:

• Theory-based applied learning: learning-by-doing is key and is accomplished through in-class applied-learning activities • Team project-based learning that also focuses on team dynamics and techniques • Active learning techniques with just-in-time pedagogy • Senior capstone experiences driven by industry or community partners • Internships and other workforce-related activities • Global/cultural immersion that provides students with an enriched perspective of the culturally driven global marketplace • Faculty-student mentorship: every student will have a faculty mentor for professional guidance and support

Following this philosophy of integrating high-impact practices in the curricula will result in direct positive benefits for students, observable in several areas: enriching the classroom experience; providing better research, laboratory, and co-curricular experiences; and involving students directly in engagement activities to further enhance our status as a Carnegie Engaged Campus.

2.2 CIT Organizational Structure The proposed organizational structure of the CIT will be similar to existing academic units at UM-Flint. The new College will be led by a dean in collaboration with academic department leadership and core tenure-track and adjunct faculty, as shown in Figure 3. During the formative years of the CIT, a Steering Committee with representation from current academic units will serve as an executive committee. It is proposed that this committee have faculty representation from each existing school and college and representation from the Provost’s Office. Figure 3 does not specify particular departments, since they will be determined after consultation with the Steering Committee and the IAB. The CIT will include the necessary personnel to support its operation and to ensure student success. This includes: a core of permanent tenure-track and non-tenure track (adjunct) faculty with industrial experience; a cohort of professional academic advisors; office personnel (administrative assistants, accounting personnel, etc.); and technicians to develop and maintain operations of the laboratories, including providing guidance in experiential learning activities.

FIGURE 3: COLLEGE OF INNOVATION AND TECHNOLOGY ORGANIZATIONAL STRUCTURE

Figure 3 shows the Industrial Advisory Board (IAB), mentioned previously, consisting of representatives from major industry sectors. The IAB will also provide input and guidance to leadership, assisting it with internship opportunities, helping with laboratory equipment procurement, and maintaining strong industry relationships thereby facilitating student co-curricular activities and placement. In assembling the IAB, the CIT will work closely with the Office of Research and Economic Development, the Chamber of Commerce, and other stakeholders in the region.

2.3 Initial Majors The February visit to Purdue by the 16-member UM-Flint delegation was informative. Based on that visit and discussions, programs in IT and IET, both with high employer demand, can be launched by leveraging their “theory counterparts” of mechanical engineering and computer science that exist at UM-Flint. These two programs will allow for the development of engineering technology and information technology laboratories that are fundamentals to a wide range of technology majors. The new dean will lead the development of curricula for the initial undergraduate programs — IET and IT. The first two years of both programs have a significant component of general education courses that are mostly in place. As in Purdue, we expect the CIT will enhance academic collaboration across UM-Flint and lead to the acquisition of new resources for programs across the campus. The faculty responsible for developing the curriculum for CIT will support existing efforts, while ensuring the creation of a high-quality curriculum necessary to produce liberally educated graduates for Industry 4.0. 2.3.1 Computer and Information Technology (IT) As an academic discipline, this field refers to the study of how to meet the computer and information technology needs of various organizations and is critically vital for Industry 4.0.4 Information technology programs are in very high demand with areas of specialization that include cybersecurity technology, user experience design (UX), and data analytics technology. Cybersecurity technology prepares graduates to create and maintain secure networks as well as identify hackers who aim to breach that security. User experience (UX) encompasses every aspect of a user’s interaction with a website or a product, and UX designers aim to create products that not only work reliably but also provide a fun and pleasant user experience. Data analytics technology prepares graduates for a career in which large data sets are analyzed in order to draw conclusions. 2.3.2 Industrial Engineering Technology (IET) This general technology major prepares graduates for careers in product improvement, industrial process plant operations, manufacturing, and entrepreneurial endeavors that are also key for Industry 4.0. Areas of specialization that are in high demand include automation, manufacturing, and robotics. Automation and systems technologies addresses what is needed to move product concepts into efficient, automated production. Manufacturing technologies focus on computer aided manufacturing, 3D printing, and quality control techniques. Robotics technologies include the development and application of robotic solutions to a broad range of industrial and consumer problems.

2.4 Additional (Future) Majors An emerging trend in technology programs is to offer specialization in areas of high demand. In order to attract students to new programs, to receive the maximum support from industry and the regional communities served by UM-Flint, and to provide highly skilled and in-demand technology graduates, areas of specialization will be developed within the proposed degree programs. In consultation with the IAB and CIT faculty, some of these specializations can later be developed into full majors. Examples of specializations and new programs may include:

• Mechatronics Engineering Technology: combining laboratory-based and work-to-learn activities, this blend of mechanical engineering, electrical engineering, and computer science enables graduates to design, build, and operate smart devices and machines. • Automation and Systems Integration Technology: with contributions from manufacturing, electrical engineering, mechanical engineering, and computer science, this field enables graduates to convert product concepts into efficient automated production within the entire design and manufacturing process. • Cybersecurity: with contributions from computer science, mathematics, and electrical engineering, this program enables graduates to analyze and assess risk, design effective countermeasures, and enact policy for the protection of network and computer assets. • User Experience (UX) Design: focuses on the process design teams use to create products providing meaningful and relevant experiences to users in the online world. Graduates will be focus on branding, design, usability, and function of components of computerized systems. • Human Resource and Technology Management (HRTM): focuses on both technical and human-centered approaches to technology management and human resources. By employing SAP5 throughout the curriculum, the proposed HRTM program can be made distinct and forward facing.

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------4 For a detailed presentation of the differences among Information Technology, Computer Science, and Information Systems, please see the joint ACM/IEEE-CS Computing Curricula 2005 “Overview Report”, available at acm.org/binaries/content/assets/education/curricula-recommendations/cc2005-march06final.pdf 5

AP is a modular Enterprise Resource Planning (ERP) software, used to integrate processes across various functions in large or medium-sized enterprises. Modules address S various pieces of the business enterprise, such as sales & distribution, quality management, purchasing, etc. SAP is viewed as the top such software in the industry.

• Health Information Technology: a discipline in which information technology is applied to health and healthcare. It uses secure computerized systems to support health information management among consumers, providers, payers, and monitors of quality. • Virtual Reality and Simulation: derived from the National Academy of Engineering Grand Challenges, this program provides graduates experience in design, building, and deployment of advanced software systems that simulate reality and that can be applied to many specialized fields, such as psychiatry, education, entertainment, healthcare, and manufacturing. • Smart Systems: organized around the interconnected ideas of smart cities, intelligent transportation systems, and sustainability, a major in this area would address an National Academy of Engineering Grand Challenge to restore and improve urban infrastructure. Graduates will modernize fundamental infrastructures to create more sustainable urban environments, with the City of Flint potentially serving as an ideal development opportunity. • Technology Teacher Education: preparation of professionals to teach computing technology and engineering concepts to middle and high school students is a key aspect of the forward-facing CIT.

3. PROSPECTS FOR CIT GRADUATES CIT programs are envisioned to provide an educational background that is rich in real-world applications. Emphasis on applying current knowledge and practices to the solution of specific technical, societal and design problems will be a hallmark of the majors. We anticipate graduates of our technology programs will enter all sectors of industry, government, and business as the needs of Industry 4.0 will continue to provide greater employment opportunities. There are a great number of occupations that technology graduates may pursue. At a national level, the United States Bureau of Labor Statistics website (BLS.gov) presents information on job outlooks for many occupations that prospective CIT graduates may pursue. One of the most in-demand creative industry jobs today is the user experience (UX) designer—a by-product of the increasingly digital world. While this occupational title is not individually categorized by the Bureau of Labor Statistics, aspects of the job are related to both software developers and web developers. Nationally, employment in these occupations is expected to grow by 21% and 13%, respectively from 2018 to 2028. Demand for these jobs will be driven by the growing popularity of mobile devices and ecommerce. There are numerous other career paths aligned with programs planned for the CIT. The Michigan Hot 50 jobs projections, available at the Michigan Department of Technology, Management and Budget website,6 indicates a number of positions that will be addressed by new curricula in the CIT. The table below highlights a number of categories. Note that engineering below refers to both traditional engineering and technology graduates:

TABLE I: CAREER PATHS FROM THE MICHIGAN HOT 50 JOB OUTLOOK THROUGH 2026 Career Category

Projected Annual Openings in Michigan

Growth, 2016-2026

Computer/Information Systems Managers

830

12.3%

Computer Systems Analysts

1,200

8.5%

Human Resources Specialists

1,600

7.3%

Industrial Engineers

2,200

18.2%

Mechanical Engineers

3,160

15.2%

Medical and Health Services Managers

1,180

18.1%

Software Developers, Applications

2,160

31.0%

Software Developers, Systems

1,000

15.2%

In examining prospects for graduates of the proposed CIT, consultation with the Chamber of Commerce highlighted some specific examples illustrating the talent shortage in the Southeast Michigan economic region. In particular, this region has numerous jobs available that are typically not easily filled, many of which will be addressed by CIT programs. One example is in information technology. Between September 2016 and January 2020, there were an average 7,206 monthly postings in Southeast Michigan for

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------6 Available at milmi.org/research/michigans-hot-50-through-2026

nine computing-related occupations that included: computer systems analysts, web developer, network and computer systems administrator, information security analyst, computer and information systems manager, database administrator, computer and information research scientist, computer network architect, and general computer occupations. Meanwhile, in 2017, a set of schools in southeast Michigan including Wayne State University, Oakland University, UM-Flint, and UM-Dearborn, produced a total of 1,027 completions (graduates) in IT-related fields during the entire calendar year. The numbers show typically one completed hire for every seven positions offered, indicating a significant undersupply of developed talent in the region.7 EAB has provided a regional evaluation of employer demand for graduates along with student demand for similar programs. A preliminary finding is that the labor market and competitive landscape data indicate an opportunity for market entry; however, differentiation from existing legacy programs offered by colleges and universities within the region is a key aspect for success. The report suggests, and this is a foundational aspect of the proposed CIT, that emerging programs will have the most success when the focus is on novel approaches, such as the proposed Industry 4.0 focus together with innovative pedagogy. The EAB report indicates that existing programs are capturing a large portion of the student demand, which further bolsters the idea that we must engage in a unique and novel approach with a focus on Industry 4.0, as well as employing innovative pedagogical approaches, such as work-tolearn models. According to the EAB report, bachelorâ€™s-level completions increased on average 4.61% annually from academic years 2013-2014 to 2017-2018. The growth in reported completions suggests increasing student demand, but as noted, a strong market entry would require novel and unique approaches, again suggesting that an Industry 4.0 focus with enhanced pedagogy is correct. Furthermore, new and distinctive programs, developed by incorporating the evolving educational paradigms of the 21st century, together with certificates and credentials for life-long learning, are all characteristics of the proposed CIT, and in alignment with those suggested by the EAB report for a successful launch.

4. PROJECT TIMELINE Figure 4 presents the timeline of activities leading up to fall 2021 when the first cohort of students are expected to matriculate. Hiring of the founding dean is the first step. The dean will work closely with the Steering Committee and the IAB to define the full structure of CIT consistent with the aspirations and goals mentioned earlier.

FIGURE 4: TIMELINE FOR ACTIVITIES ON THE CRITICAL PATH TO LAUNCH CIT

The dean will be responsible for establishing the Steering Committee and the IAB preferably by December 2020. The dean will also plan for and oversee CIT faculty searches to begin in the winter semester 2021. By the end of winter semester of 2021, curricula for the initial (launch) programs will be developed. Simultaneously, the hiring of laboratory technicians will occur. These technicians will assist the dean, faculty, and Steering Committee in specifying equipment needs and in the purchase of equipment during the spring/ summer of 2021.

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------7 Source: Emsi: Labor Market Analytics, economicmodeling.com

4.1 CIT Laboratory Requirements The laboratory development will follow a two track approach: establish engineering technology labs and information technology labs. Both are foundational for technology programs. Industrial Engineering Technology programs typically offer a combination of computer labs and manufacturing systems labs. The lab space, hardware, and software will be shared with the existing Mechanical Engineering program in the Murchie Science Building (MSB) Expansion. Information technology labs will have advanced computing laboratories, such as a networking lab, a cybersecurity lab, and a system administration lab. In the collaborative spirit that is central to the development of the CIT, the new laboratories will be available for use by Computer Science, Mechanical Engineering, and any other existing UM-Flint program as appropriate. Classroom space for active learning and team-based projects will be found within the existing MSB, Harrison Annex, and MSB Expansion. Future programs will also require specialized labs. Depending on the new programs selected, laboratory needs may be associated with areas such as energy and sustainability, learning factory, Internet of Things, cybersecurity, robotics and digital user experience. Purdue has a few of these labs and we can gain from their experience as we develop new labs. The IAB will have an important role in helping us design labs of the future and assist with procurement of equipment.

4.2 CIT Resource Planning The CIT is expected to be a net revenue generator for UM-Flint, bringing in more revenue to the institution than costs incurred. In the RCM budget model of UM-Flint, tuition revenues flow to the units teaching the courses. Therefore when a CIT student takes a course in communication, the revenue flows to CAS. Likewise, the School of Management will receive revenues when CIT students take management and leadership courses, CAS will receive revenues associated with general education courses, etc. New revenue will also flow to College of Health Sciences, School of Nursing, and School of Education and Human Services as they become content providers in technology programs driven by health science, education, and social work. The cost structure and revenue streams will change once the CIT transitions from its startup phase into a fully operational phase. The dean will follow the following principles for budget and resource planning for the launch and operation of the College of Innovation and Technology.

1. Fully optimize the use of existing space resources. Startup space can be secured within existing facilities. The MSB Expansion will offer good options beginning January 2021. The University Tower offers more options for office and administrative space even if state capital outlay funds are not awarded. 1. Fully optimize the use of instructional equipment and labs. The current engineering labs and new spaces in the MSB Expansion can be configured for use in both the engineering and the technology programs. 1. Internal funding will be made available only on a loan basis. In the unlikely event that internal UM-Flint funding is needed, it will be provided as a loan to be paid back on a 5-year payment schedule.

The target student enrollment and faculty and staff hiring plans will be developed by the dean in consultation with the Provost and the Vice Chancellor of Enrollment Management. The dean and the initial faculty, working with the Steering Committee, will create a plan for adding new majors with a view toward enrollment growth. The faculty and staff hiring will be based on this plan. The dean will work collaboratively with Enrollment Management and to develop aggressive marketing and recruiting plans to ensure that the CIT is widely known in Michigan and in the Midwest region high schools, community colleges, and industry. With the newly announced plan for more than doubling undergraduate advisors at UM-Flint, the wrap-around support services for CIT students will be developed from the start to strengthen retention rates.

5. CONCLUSION The University of Michigan-Flint has a tremendous opportunity to position itself for a future that secures its place as â€œbest in classâ€? among regional comprehensive universities. The new College of Innovation & Technology is a centerpiece of Project 2020 action plan that will advance our institution pedagogically, improve student success, and significantly enhance relationships with our external community. It will enable us to better serve our students and to expand our student population by giving us a distinct identity not only among the three University of Michigan campuses, but within the entire higher education community in Michigan and the region. This will result in a greater local, regional, and national identity for UM-Flint.