[0:23] Good evening ladies and gentlemen, and we're here tonight to talk about an interesting thing and very exciting thing that's going on here in the talk in Clinton. And what we're going to be doing tonight, we're going to talk about coalition between the Morgan School, also manufacturers in town, also a good one college. We're really excited about this, and we hope that you enjoy it. We'll be talking to some of the manufacturers, we're talking to some of the people who have started the program. Most importantly, if you have any questions about this, we'll give us some information at the end of the show. If you have other shows you'd like us to cover, like this one, please contact us at iris.com at clintonpublic.net.

[0:53] So start off, we're going to be talking to some of the, again, some of the people started, but we're also going to be talking to some of the manufacturers.

[0:59] Okay, we say we'll be talking to some of the manufacturers, we have us tonight, your name.

[1:02] Terry Corson.

[1:03] I carry in your name?

[1:04] Aaron Corson.

[1:05] Hi, Aaron.

[1:06] Oh, mother and daughter?

[1:07] Yeah.

[1:07] Oh, and that's what a good team, right?

[1:09] I'm going to talk a little bit about Bosch.

[1:10] What you do and how you're involved in this program and what, you know, what the main theme is at Bosch and some of the things you do.

[1:15] Okay, so, as I said, I'm Terry Corson and I'm the purchasing manager.

[1:20] And I actually have been in September, I'll be about 25 years.

[1:24] Congratulations.

[1:25] Yeah, it's pretty exciting for me.

[1:28] And so, as I mentioned, I'm the purchasing manager,

[1:31] and I actually purchase a lot of the manufacturer.

[1:34] Manufacturer pharmaceutical machines.

[1:37] So we do the filling and the closing machines for the pharmaceutical industry.

[1:40] We are here because Mr. Bouch, the president of our company,

[1:43] is very involved with Morgan School and trying to get interns

[1:46] so that students can get

[1:48] that can get like a involved in their career.

[1:54] Oh, great.

[1:54] Now, what are some of the things that you actually

[1:56] manufacture?

[1:58] So we manufactured the machine that made

[2:02] like filling and closing machines for like syringes,

[2:05] files, powder filling machines.

[2:08] We do a little small bench top machines from anywhere

[2:11] from, you know, like I said, the curing and like different

[2:14] tools.

[2:15] Oh, nice.

[2:15] You actually have about 10 students, actually a few of them here that are graduating this year are interns for our engineering software program,

[2:26] chemical engineering, and actually students who have graduated and work and have stayed at interns and will work throughout their school year,

[2:33] and then come back and go into breaks.

[2:35] Now can they come directly from high school into a job?

[2:40] I mean, there are some where the degree is needed, but we also offer a number of different

[2:46] departments that don't require a college education.

[2:50] Okay.

[2:51] We do a lot of monitoring.

[2:52] Great.

[2:53] Because I imagine in today's environment, inflation, everything that's going on in college

[2:57] education becomes so expensive.

[2:58] I think this is a great transition from high school into some manufacturing job, and I think

[3:02] that's awesome.

[3:03] You guys are participating.

[3:04] Yes.

[3:04] Helping the kids.

[3:05] That's something a few parents understand.

[3:07] You know, it might not necessarily be that it has to go to college and there's good jobs up here

[3:11] And we've got manufacturers like Baush who are willing to participate it help your kids get a good job

[3:15] And then we come and fight a part of the community. Yes, absolutely and being that even when we talk about the manufacturing

[3:21] It's there like a full service

[3:24] You know between you know, you can do the sales to you know from designing it to assembly and then we have a

[3:32] manufacturing, you know, where we do manufacture, but there are other so many other

[3:36] departments, project management that you can learn from. Great. Now, some of the

[3:41] if some of the kids or the parents want to learn more about, why don't you

[3:43] want to do it? Who should they contact? What would be the best place to contact?

[3:47] They should contact Kathy Tanner, our human resource manager. And so you can just

[3:51] call about and ask for Kathy and or even ask for Aaron. I am the human resource

[3:56] assistant and we're more than happy to speak to anyone who's interested. Great. And also

[4:00] on our website, the www.bouge-group.com. You can go there, and we'll also talk about the jobs

[4:08] that we have open and available. Perfect. Well thank you very much for participating.

[4:12] Thank you so much. Great for your community. I'm Tom Foster. Scott, why are you representing

[4:14] Argo EMS? Explain what your business is and how you relate to the kids and how you're participating

[4:19] in this program. So Argo EMS is a contract manufacturer of printed circuit board assemblies.

[4:24] This is our 53rd year in business. We're located right here in Clinton.

[4:28] We like what you said. Look at right here in Clinton.

[4:32] Right here in Clinton. Okay, and what do you, so explain what you're doing,

[4:35] in terms of your manufacture. What do you do?

[4:37] So we manufacture printed circuit board assemblies.

[4:40] Yeah, we have things that are in satellites all the way up in the air,

[4:44] all the way down to military and aerospace, all the way down to commercial stuff like

[4:47] induction cooked out. Wow, so how would that be, so how would you use something like that?

[4:52] You said you'd use it in the military.

[4:55] They're all custom designed.

[4:56] They're all custom designed.

[4:57] Wow.

[4:58] They're proprietary to the customer.

[5:00] We do not do any of the design,

[5:01] but we manufacture to our customers' needs.

[5:04] That's great.

[5:04] Now how many employees you currently have?

[5:06] I have 36.

[5:06] 36.

[5:07] Now, are the president of the company?

[5:09] I am the general manager.

[5:10] General manager of the company.

[5:11] OK.

[5:11] Now, tell me about the programs with the kids.

[5:13] How are you relating with the Morgan students

[5:15] and some of the youngest students of town?

[5:16] So this is something that's new for me.

[5:19] There's a lot of families that were unaware that we're making this here right here in

[5:23] Clinton.

[5:23] Exactly.

[5:24] I wasn't aware before that.

[5:25] Part of the Clinton Business Coalition, and just being a good business leader, we have

[5:32] to get out to the students.

[5:34] Part of now that we're out of, I hope, over this COVID hurdle, is to start to look at, you

[5:38] know, the next year you're developing an internship program, or a work share, or a job

[5:42] share.

[5:43] Some type of job shadowing.

[5:44] Why?

[5:45] We have to generate the next.

[5:46] next generation.

[5:48] And next generation.

[5:49] And today, kids, it's important to think, oh, or have a path.

[5:54] That's absolute.

[5:55] So now, do you currently have an internship?

[5:56] We do.

[5:57] That's something you're, that's the process in the office.

[6:00] And how long are the parts of the manufacturing quarters?

[6:03] Something's up here.

[6:04] I think it's been going over years now.

[6:06] So five runs pretty good.

[6:08] It's good that we're trying to get together.

[6:09] I think it's great sharing ideas and that helps you better your company.

[6:13] Scott, thank you so much.

[6:14] Thank you.

[6:14] Okay, next manufacturer is representing tonight is Kenyan electric wheels.

[6:19] Thank you.

[6:20] Is this Phil?

[6:20] And Phil, what's your position?

[6:21] Phil Williams.

[6:22] What's your position?

[6:23] You're the president.

[6:23] Well, thank you for participating in this.

[6:25] And tell me a little bit about what you do besides the grills.

[6:27] What kind of grills, how many you produce typically, different sizes, shapes, tell us a little

[6:32] bit about it.

[6:32] This is our entry level grill.

[6:34] They're all electric.

[6:35] We don't do any gas, no charcoal grills.

[6:37] So, we make this entry size, and then we go up to a grill that's got three of these on it.

[6:46] So, you've got three different cooking zones.

[6:48] They're all separately, temperature or regular.

[6:51] We do all of the sheet metal work.

[6:53] We punch it, we've got robotic bending machines, machines, and CNC turret punches.

[6:59] We also do ceramic cooktops with the largest manufacturer of two burner ceramic glass cooktops in North America.

[7:06] Wow, we supply all of the extended stay hotels with their two burner cooktops that they use for their

[7:13] Facilities such as Marriott residents in that's probably one of the best name sure extended stay hotels out there

[7:20] The employee just under 60 people were based here in Clinton great

[7:25] We started in 1931

[7:28] It was started by a man by name of Ted Ken and we started in the marine industry

[7:33] We're still very strong in the marine industry, but the hospitality business is where we really excel, right now

[7:40] Have you worked with kids in the program for Clinton? Do you have an interim program? They can participate in yes, and how did they get involved in it?

[7:48] We started with

[7:50] Working with the kids in

[7:52] The younger schools and teaching them about engineering and what manufacturing is about we've had

[7:59] job shadows where the kids will come in with a coach and they'll walk through the facility

[8:04] for a day or two and see if they want to get involved with the manufacturing.

[8:08] We've had interns from Morgan, work in our engineering department, we've actually got

[8:15] several graduates from Morgan that work for us, that we have brought in and we are paying

[8:21] their tuition to get their degrees and the fields that they really want to work in.

[8:29] We've also done a lot of training, internal training of the students so that they can come up and down the airs and the highest pay employees in the company.

[8:39] That's great. Now, can a kid who does say, you know, I don't want to go to college. First of all, you have a tuition program. What part of the tuition are you willing to pay? Or are you paying for the tuition?

[8:48] Well, it depends on the grades, take it.

[8:51] Okay.

[8:51] What should be?

[8:53] It's in the Senate.

[8:54] So we will pay up to, I think, it's 80% of the tuition.

[8:58] Yes.

[8:59] And how many kids have actually taken advantage of that field?

[9:01] We've had three.

[9:02] Three.

[9:02] Okay.

[9:03] And could a Morgan student who didn't run necessarily get involved in college, could they transition

[9:08] directly into your placement employment directly in the kind of?

[9:11] Sure.

[9:12] Okay.

[9:13] All right, so they don't have to necessarily go to college?

[9:15] No.

[9:15] And but I imagine the the salary they receive will be will be predicated upon whether they have that degree or not or no

[9:21] Right, it depends on the position that they would be hired. Yeah, so you know, we have

[9:26] Just assembly people they'll start off actually the people that have come to us from Morgan

[9:33] Over the years have started off in the shipping and receiving department the very basic you know bringing boxes in putting them

[9:41] and they've gone up to become certified standards deal.

[9:45] Wow, that's great, yeah.

[9:47] Well, we appreciate the participation.

[9:48] I think this coalition of argument manufacturers

[9:50] coming together for the good of our town, the kids,

[9:52] and the parents, I think it's a great thing.

[9:53] And thank you very much for participating, Phil.

[9:55] Thank you.

[9:56] Others who came tonight to see what's going on here

[9:58] with the Clinton Coalition.

[9:59] And your name is?

[10:00] My name's Karissa McCombsky.

[10:02] Now, I think I've seen your husband somewhere before.

[10:04] I think we interviewed your husband for the marathon, Ronnie.

[10:07] And what did you take away from tonight's meeting?

[10:10] I'm really excited about the new program. Luke is a freshman here at Morgan and Tom is an engineer, so he has a background I actually wish you could have been here today.

[10:21] Sure.

[10:21] Was he out running?

[10:24] So actually, surprisingly. But I think it's really exciting.

[10:28] Good.

[10:29] I'm excited for Luke. I'm hoping he gets interested in some new offerings and classes.

[10:34] Great. And Luke, what did you take away from it?

[10:37] I'm looking forward for the next couple of years because I'm looking forward to be taking

[10:42] these classes and be using these machines.

[10:45] And you also want to follow in your father's footsteps, right, being an engineer?

[10:48] Maybe.

[10:49] Oh, that's good.

[10:50] Well, good luck and congratulations.

[10:51] How about yourself?

[10:52] What's your name?

[10:52] My name's Cole Donnelly.

[10:53] I'm a freshman here at Morion.

[10:55] And I was excited about just the opportunities to be presented at Morion and just helping

[11:00] getting out of college and I'm really looking forward to doing engineering like later

[11:04] in life.

[11:04] My father works in engineering chemical and kind of want to fall in and so it's great

[11:10] And what was that one of the things or it impressed you the most tonight?

[11:16] Definitely on the machine. I've never seen a machine that big before so yeah

[11:20] We just think both you and Luke can be working on this machine someday, right? Yeah, they make it happen

[11:24] Well, thank you very much. I hope you enjoyed it and we hope we'll see you guys in freshman right now

[11:27] Maybe as seniors will see you moving on to better bigger and better things

[11:30] And hopefully it's in manufacturing and engineering the following footsteps of your dad

[11:33] So thank you. We have another parent here. What is your name? Brian Donnelly.

[11:37] Hi, Brian. How are you? Good. How are you? Good. And what did you take away from the program tonight, Brian?

[11:41] It was really good to see all the local manufacturing as someone I'm a I run manufacturing sites around Connecticut also

[11:47] Yeah, and so it's good to see local

[11:50] Local manufacturers helping with the school really kind of really giving the opportunity to train the kids and things

[11:55] They'll actually be doing and kind of get some hands on experience. It was interesting as I said to several the parents

[11:59] Were you aware that we had that many manufacturers right here in Clinton a little bit?

[12:03] I used to run a manufacturer or site or a girlfriend, so a little bit, but not I didn't know

[12:06] there was this many though.

[12:07] Yeah, were you impressed by that machine?

[12:09] Yeah, that was nice.

[12:09] That was pretty incredible.

[12:10] Now was your son be pursuing engineering, you think?

[12:13] He seems to be interested in it, so good.

[12:15] And I think this coalition between the school and Goodwin College and of course the coalition

[12:19] with all the managers.

[12:20] I think it's a great thing for our town.

[12:21] I agree.

[12:22] I think it would be very good.

[12:23] Good.

[12:23] Well, we hope that works out.

[12:24] We hope you enjoyed it tonight.

[12:25] And we hope your son falls in their footsteps and becomes just as successful as his dad.

[12:28] Thank you.

[12:29] Okay.

[12:29] Thank you very much.

[12:30] It was one of the parents and what is your name?

[12:32] And what did you get out of the program tonight?

[12:35] Well, it was really from my son.

[12:37] He's interested in engineering.

[12:38] It was good to see all the different opportunities they have here.

[12:43] In the presentation, you found a good presentation.

[12:45] That machine was pretty incredible, wasn't it?

[12:47] I didn't know it was a first.

[12:48] No, it was really nice.

[12:50] As parents, did you realize we had so many manufacturers in the town

[12:53] and the various things that they do in the stop?

[12:56] It's really incredible to see what they're doing

[12:58] and the jobs that they have available for your kids.

[13:00] And is your child going to be interested in getting involved in engineering and maybe

[13:03] involved in the program?

[13:05] Yes.

[13:05] Okay.

[13:06] And he's already taken engineering one.

[13:08] And I hope you're not worried about what Morgan has offered.

[13:11] Great.

[13:11] And I think he's got lots offered.

[13:12] I think.

[13:13] Well, thank you so much.

[13:14] Your name?

[13:15] Susan Landino.

[13:16] Susan, and what is your name?

[13:17] Cool.

[13:17] Landino.

[13:18] And Susan, what made you come to this program?

[13:20] What was the interest that you had in coming and learning all about it?

[13:24] So my son, Colton, has one of his aspirations as to be an aeronautical engineer.

[13:29] Wow. Great. He's in seventh grade. So we're ahead of the times right now. I figure get him exposed to it before he comes here.

[13:38] Sure. And Mr. Chapman and Bob over there. Um, it's, it's a great opportunity. And I'd like to be involved as possible.

[13:46] Sure. And talk to him as many people as I can. Even though my kids get more to find about it. I think it's, I think it's wonderful.

[13:54] More parents we get involved in your kids and everything I volunteer for everything. Well, that's good for you because that's what all parents

[14:00] This is my this is my best job

[14:02] Right. Well, you've done a good job

[14:04] This is my most important job

[14:06] So this is what I do and and although he didn't want to be here. I think maybe he'll save later on

[14:13] Thanks for bringing me mom great. And what was it. What was the thing to impress you the most tonight?

[14:20] I'm really impressed with these seniors

[14:24] and their projects.

[14:25] Great.

[14:26] Did you look at that electric car?

[14:28] It's, I mean, it's really cool.

[14:31] And we're going to be doing a separate show,

[14:32] just let the electric car.

[14:33] Well, one of the things I said, I said, where did you race it?

[14:36] And they're like, right out here.

[14:37] I mean, like they've seen that.

[14:39] Come on.

[14:40] And how about that machine?

[14:40] That was pretty impressive, wasn't it?

[14:41] I think we came into the lake because we had another meeting.

[14:44] But even to see the studio projects over here,

[14:48] this is where I was at the beginning of this year.

[14:51] And then this is what I developed towards the end.

[14:53] That's great. And that, you know, it's pretty impressive. That's great. I'll call one about from your perspective, you know, did your mother drag you or did you?

[15:00] Yeah, I'm a little bit of interest. I had a little bit of interest, but I also got dragged here. You got dragged? So it was dragging with interest. Yeah. Yeah. And having come now, are you glad you came? Yes. Do you have some of the cookies? Not yet. Come on. You got to get some cookie. Now, but what was one of the things or some of the things that impressed you the most, Colton? As my mom said, seeing what they were doing in the beginning of the year, and then what they did at the end of the year, there was so much like, so I saw a calculator. It was big and bulky.

[15:30] and then I saw a touch screen that actually showed the answer and it was really

[15:35] impressive. That's great. What'd you think about that machine? It was pretty cool. Yeah.

[15:40] Well listen it's great that you know you're starting seventh grade that's awesome and

[15:42] hopefully next time you interview where you'll be a senior and you'll be ready to go off to be

[15:46] come back after a local, an astronautical engineer. I can imagine that you graduate you're

[15:51] gonna have to deal with it. Your mom's gonna be all over it. Yeah. Well listen it's great to see

[15:54] parents like yourself involved like that. And Colton I hope this is something you're gonna

[15:57] We are a path of allegiance and success, and I'm sure it will, you know, give your

[16:01] mom behind you back.

[16:02] We're going to be all set.

[16:03] Again, thank you so much for coming.

[16:04] It's a great pleasure.

[16:05] This is rewarding.

[16:06] The other person's favorite, very interesting and very integral in this whole process is the

[16:10] state.

[16:11] It's not going to involve.

[16:12] I don't have any Paul Boy Paul.

[16:13] Maybe you could explain what your role is and how you're interrelated with this whole program.

[16:16] Sure.

[16:17] Yes, very much so.

[16:18] So I am the Chief Manufacturing Officer for the State of Connecticut, appointed by

[16:20] the Governor.

[16:21] Connecticut's the only state with the Chief Manufacturing Officer, and my job is simply

[16:24] to help support and grow manufacturing in the state of Connecticut and our single biggest

[16:29] issue in the state of Connecticut relates to manufacturing these workforce is making

[16:33] sure that we have a well-trained workforce to be able to meet the needs of our manufacturers.

[16:39] Connecticut is a state that has work looking for workers and so we're in the prime, I'm

[16:44] thrilled to be out here at the Lorge School to be here in Clinton to talk a little bit

[16:48] to understand a little bit more about the coalition and to really get kids excited about life

[16:53] changing careers that are available in manufacturing.

[16:55] Absolutely.

[16:56] And you know, one of the things I think is important that today's environment, you know,

[16:58] inflation and everything else allows people, so I got to go to college and get a good

[17:00] job.

[17:01] But I think through the program and the internship, this is a pathway that perhaps they can do

[17:05] something besides having to go to college and get a good job.

[17:07] Would you agree?

[17:08] Oh, absolutely.

[17:09] I mean, there are many exits off of the manufacturing pathway, if you will, and this is a great

[17:13] way for the kid that loves to work with their hands, you know, and really wants to get

[17:19] started on a career.

[17:20] and their education doesn't stop when you go to work in manufacturing.

[17:23] There's training opportunities and there's new technology that's being introduced all the time

[17:27] and so, you know, people are continually training.

[17:29] They're continually sharpening their saw and growing and learning

[17:33] and they'll get a great education and have a great career and get paid for it.

[17:36] Hey, it's nothing better than getting paid to learn.

[17:38] That's rather than learning, you know, paying to learn, right?

[17:41] So, you know, when you came to Clinton, we now have this coalition.

[17:43] The manufacturers came together with Goodwin College and also the Morgan School.

[17:47] Well, is there any other talent that's doing this similar in the state?

[17:50] Oh sure, absolutely.

[17:51] There's about, I think at last count, about 120 towns that have advanced manufacturing

[17:56] centers in the towns, and then we have our technical high school system.

[18:00] And then we have our 13 community colleges and four-year universities under the Connecticut

[18:06] State College University system.

[18:09] Connecticut has one of the most robust manufacturing educational systems in the country.

[18:14] When we go outside to Connecticut and talk to people about what we offer and manufacturing

[18:19] states that are much, much larger than us are looking at us saying you've got to be kidding

[18:23] me that you have all that.

[18:24] So when it comes to manufacturing education and technical education, Connecticut punches

[18:28] above its weight class.

[18:29] And plus, you're one of a kind because you say you're the only state in the whole country.

[18:33] That's true.

[18:33] That's your team manufacturing officer, right?

[18:35] Yeah, that's true.

[18:35] And again, my job is to make sure that we're supporting and growing manufacturing.

[18:39] So I get to go out to events like this and visit manufacturers and make sure that we

[18:43] programs in place that make sure that we have a strong

[18:46] manufacturing ecosystem.

[18:48] Manufacturing jobs create other jobs.

[18:50] Every job you have in manufacturing, we create three

[18:51] to four of their jobs in the economy.

[18:53] Every dollar that's spent in manufacturing

[18:55] generates $2,779 cents in the economy.

[18:57] So how you grow economies through manufacturing jobs.

[19:00] That's right, now the other thing is you said

[19:01] there's work looking for workers.

[19:03] Yeah, and how's the employment right here in Connecticut

[19:05] right now, given the COVID end data with still in the

[19:08] inflation, but what's the job market look like to you?

[19:11] So there's probably there's I think got the last numbers or this one point eight jobs for every person looking for a job

[19:16] Wow, so if you're if you're seeking a job, there's plenty of work available

[19:20] The issue we have with Connecticut is there's a hundred ten thousand open positions

[19:23] Not just manufacturing throughout the whole state and there's 80,000 people on unemployment

[19:27] So we're 30,000 short if we took everybody off of unemployment

[19:30] So we really need to look at what we call the labor participation rate

[19:33] And that is people that can work that are not working and we have to look at the reason why they're not

[19:38] And we know that, for example, child care is an issue for people not working.

[19:43] We know that transportation is an issue.

[19:45] Especially the gas price.

[19:46] Yeah, exactly.

[19:47] And the governor in the last budget has a $100 million set of size for child care to be

[19:51] able to make more accessible child care.

[19:53] So we really have to look at creating the, growing the labor participation rates.

[19:56] It really isn't about unemployment rate or unemployment.

[19:59] We'll reskill people who are unemployed.

[20:01] But we also need to look at people who can work, but for some reason they're being preventive

[20:05] or eliminate those and get them back.

[20:07] So what the governor is really trying to do is he's trying to eliminate those obstacles so those people can go back to work and get those jobs that are out there.

[20:12] Right, we're trying to make the pie bigger, right? We're trying to make, you know, try to get more people engaged in working and then, you know, try to attract people to come into Connecticut to work in advance manufacturing because we make some pretty cool stuff there.

[20:22] Right. Well, Paul, thank you so much.

[20:23] My congratulations, the number one in the country. I know, right?

[20:26] Yeah, it's exciting. Thank you so much for your participation.

[20:29] Thank you.

[20:30] Okay, welcome back. As they said, you know, it takes a team to bring things like this together.

[20:34] And so, we're going to talk to some of the other participants, our principal here, our

[20:38] teacher, and a gentleman from Goodwin College, so if you like to introduce yourselves,

[20:41] first of all.

[20:41] Sure.

[20:42] Hi, everyone.

[20:43] Carrie Hague, principal of the Morgan School.

[20:45] And?

[20:46] And I'm Mathadona on the Assistant Superintendent of Pathways and Partnerships at Goodwin

[20:50] University.

[20:51] And Larry?

[20:51] I'm Larry Chowman.

[20:53] I'm Morgan School Agency for Engineering.

[20:55] Now, let's talk about, from the school's perspective, how did the school get involved and

[20:59] how did you get involved with Goodwin College?

[21:00] Sure, so I have to really defer to Marco Femaglady, our assistant superintendent, who

[21:07] really was eager to see the partnership between the high school and Goodwin College.

[21:14] And I think in looking at that partnership reached out to Math and reached out to the

[21:20] university to kind of see like, what are the capabilities of us partnering because we knew

[21:25] that we really wanted to blend some of the components of engineering as it

[21:30] currently existed but also see the growing need in our town of manufacturing

[21:36] and so really looking at what are the possibilities and is there potential for

[21:41] students to be able to earn college credit and really looking at getting more

[21:46] career ready and so Marco really reached out and I'll let you kind of talk about

[21:52] So from your perspective, how did you, how did this all come together?

[21:56] I know Marco was a big motivating fact.

[21:58] We talked about Warner.

[21:58] We talked about Ariana Con.

[22:00] But from your perspective, how did this all come about?

[22:02] And how did you get involved?

[22:03] Yeah, so I've been dealing with it with the school now for over a year.

[22:07] It started out kind of doing really an audit of the program.

[22:11] What's existing currently?

[22:12] What do we have?

[22:13] Where do we want to improve?

[22:15] What are the businesses looking for?

[22:16] What are the great things that Larry and Ted, the teachers here are doing?

[22:20] And then how do we take that up a level?

[22:21] Right, and so it started with that audit we were looking at the current current programming offerings

[22:26] What was here for equipment? I remember coming down to the shop very early on before the piece of equipment was in

[22:32] Talked to advise them about you know, what are the right pieces of equipment to buy what aligns with the needs of industry

[22:38] And then we talked about how can we take the existing high school courses and

[22:43] Articulate those with the university and so the students have that opportunity and not only earn their high school credits

[22:49] while they're here but then also earning three college credits and that

[22:52] levels up the experience for them and it opens up the doors to other

[22:56] opportunities for them post-secondary. So the credits they're earning here they're

[23:00] taking courses as Bob was explaining also Mary Ann that then can be applied at

[23:05] a good one and then is there any type of financial help that comes as a result of

[23:09] this in terms of the kids you know continuing with that education? Yeah so we offer

[23:14] the credits at significantly reduced price here the students are able to earn

[23:17] in those credits for, it's $150 for a three credit course.

[23:21] The book value of that course, if they were to come

[23:23] and take it on our campus at Goodwin, is $2,121.

[23:27] So it's an incredible value to be able to earn those courses.

[23:30] They have the opportunity to earn,

[23:31] to take two courses while they're here,

[23:33] and we're looking to expand those even further.

[23:36] And then from there, there's scholarships that are available.

[23:38] There's a grant scholarship through the Jean Haas Foundation,

[23:43] where students can earn scholarships for that.

[23:45] a lot of students will also go on into manufacturing,

[23:48] so they'll get sponsored by a company,

[23:50] and that manufacturing company or engineering company

[23:52] will pay for them to continue their education.

[23:55] So there's a tremendous amount of opportunities,

[23:57] and I think what we heard tonight too,

[23:59] was there's over 6,000 manufacturing jobs

[24:02] in Connecticut, and so companies need to,

[24:06] companies are getting creative,

[24:08] we're trying to recruit students to try

[24:09] and get people into these opportunities,

[24:11] and so they want to make it as enticing as possible.

[24:15] And offering college courses is one way to do that.

[24:18] Now are these credits that they take,

[24:20] are they just for good when college,

[24:21] are they transferable?

[24:22] No, so all the courses that they're taking are transferable.

[24:25] The good one is a part of the university consortium

[24:30] within the state, so the credits will transfer.

[24:33] And I've had students that take manufacturing courses,

[24:37] but then I've had students go to university

[24:39] They are for the UCOD and they're able to apply those credits in their engineering program

[24:44] as well.

[24:44] Now, being the principal of the school, how's the response been to the whole program?

[24:48] A lot of excitement.

[24:49] Yes.

[24:49] A lot of excitement on behalf of the staff, a lot of excitement on behalf of the community,

[24:53] a lot of excitement, I think, for parents who really are looking for their children to

[24:58] have opportunities.

[24:59] And I think this is a great opportunity with a partnership that we're forming.

[25:03] and I think for many it's looking at allowing us to change with the needs of where careers are going and that's exciting for me.

[25:13] Sure, frankly.

[25:14] And it's possible because you know college education becomes so expensive.

[25:17] So a nice thing here are our scholarship programs.

[25:18] But it's possible for my students capability to transition right into the manufacturing itself without having to take that next step.

[25:26] And I think we want to give kids options, right?

[25:28] And so students have choices to make.

[25:30] They have choices in terms of, do I want to maybe start

[25:34] in the world of work to see really, do I enjoy this?

[25:37] Is this something that I'm passionate about

[25:38] before I go into that next level?

[25:41] So we are very conscientious about what are the things

[25:44] that they're learning here, that give them decisions

[25:46] that they'll make later on in the life.

[25:48] Now Larry, being the future here

[25:49] in the engineering department, how does this program really

[25:53] change your life and the lives of your students?

[25:56] Well, I think because it gives a real world experience and it's kind of a different educational

[26:00] experience because there's no real right answer.

[26:04] They come in here and they have to kind of develop the answer.

[26:07] Right.

[26:08] The electric car.

[26:08] Yeah, and we're going to talk about that in upcoming show.

[26:10] So anything like that, they come in and it isn't like they can look up the answer.

[26:14] They have to kind of formulate it, be creative, innovate it and do all these things that they

[26:20] don't, they haven't done as much in their life.

[26:22] So it's kind of their some of their first experience for that and you know, it gets it can look kind of different sure

[26:29] But other times it can look amazing

[26:32] It's just the way this but I think it's changed the kids. I mean they come in here. We've had a lot of successful kids here

[26:39] Move on and I think the thing I enjoy being a teacher the most is is getting cards and letters back from them

[26:46] Sure how much it helped them their first year and later on and they're working or even a few years ago when I was a little sicker

[26:52] the kids wanted to talk to me like 10 years later.

[26:56] That's awesome.

[26:57] And it was, you know, my daughter met these kids

[26:59] and they called up and they couldn't come down.

[27:01] I didn't, and I wish I had, but you know,

[27:04] that's what I love to bump into on.

[27:06] Sure, it's a sense of gratification.

[27:07] And you're creating a legacy, both for yourself

[27:10] and for the school and they had those kids come back

[27:12] and you know, 10 years later, and still want

[27:14] to get your information from you.

[27:16] I think that's the real tribute to you,

[27:17] what you've done.

[27:18] And I think this program's going to even hand

[27:19] more when you say, I mean, this is, I mean, not an ass is just something that, it helps both,

[27:26] many fashion kids can get a job right out of school. That was our first member, we really wanted

[27:31] to have a career path for kids that wanted to just work after school. Right. And this can give them

[27:36] a great career path to start, get paid well and a good future. But lots of health friends, you're

[27:43] sure. Like the one I just didn't go to MIT, he would have loved just learned how to use this

[27:49] Because they do like F1 formula cars at any of the good engineering schools.

[27:54] And if to get on those teams, my son went to an engineering UConn.

[27:58] He didn't have that experience.

[28:00] And he went to his dad if you're a freshman and you get him at UConn.

[28:04] You're not getting on that F1 team.

[28:05] Unless you can weld, you can do as CNC machining or other or at the time program for an Arduino.

[28:14] So that's why I bring that stuff here.

[28:17] because that allows the kids to come in as a freshman

[28:21] and get on those exciting teams right at the beginning.

[28:24] Right, and I, as a matter of fact,

[28:25] as one child is out here right now, it's in seventh grade.

[28:27] And, you know, having that sort of that backfill,

[28:30] these kids just keep coming.

[28:31] And I think the other thing, too, is, you know,

[28:33] I'm talking about creating a legacy.

[28:34] Those kids who have graduated with this kid student from MIT,

[28:38] they'll come back and I'm sure they'll be, you know,

[28:40] influential of the kids in the program right away.

[28:42] Oh, yeah, I'm going up to visit him.

[28:44] I'm sorry.

[28:44] I'm so big meeting that.

[28:45] I mean, it's just interesting, MIT is an interesting school in a lot of different ways.

[28:51] Sure.

[28:52] They already had him in there, he met professors and other students.

[28:56] That's awesome.

[28:56] And they went out for dinner and he says the stuff that they work on and they do, he just,

[29:03] like he loves this lab, he spends a ton of his day down here.

[29:07] That's great.

[29:07] More than he probably should.

[29:10] We've got the principal's blessing.

[29:12] And even the teacher's blessing because he's actually far ahead in some of the classes

[29:17] to where, you know, whether he's missing math or whatever, but he's also working.

[29:21] Right.

[29:21] Because like you say, this trains your mind to think outside the box.

[29:24] And in today's environment, you've got to be able to think outside the box in order to

[29:27] be successful.

[29:27] So I think that's a great thing for the kids as well.

[29:29] They have that learning experience because you can read something in textbook.

[29:32] You take the test.

[29:32] But it doesn't give you that hands-on experience of working with the machines like you're going

[29:35] to explain to me those machines over there.

[29:37] That's really incredible.

[29:38] I think it's a great thing you've all come together.

[29:40] It's also nice to see a seed has been planted and now it's growing and it's due to credit

[29:44] of these three people and not everybody else we've talked to tonight, so thank you so much for

[29:48] presenting it. Thank you. Thank you. Thank you so much to very individual people getting this whole

[29:54] program started. One of the persons we're missing tonight is Mark O'Fragment. Frank Milletti, he's

[29:58] for me to say.

[30:00] But he's been very integral, but two of the most influential people in our town, Bob Warner, who actually set up this whole coalition. And, of course, Mary Ann O'Donnell, who's our superintendent of school. So, first of all, Bob, how did you go about getting this done? And, you know, you got this great coalition, all these great manufacturers coming together. How did you do it? How I did this started in 2018 when we first pulled together the coalition. That was the very first thing that happened when I came here, and that's the six manufacturers. And from the output of that very

[30:29] very first meeting that we had, I made them put an action plan together. I didn't, I don't

[30:35] believe in just sitting down and say, well, we're going to get together and sing Kumbaya.

[30:41] And I said, let's, where do you want, what do you want to achieve? What are your problems

[30:45] and how can I help to do that? Well, we have a whole action list and not only one of those

[30:49] came, and it actually came from Bosch back in 2018, is we have to have a much deeper presence

[30:56] in the school system.

[30:58] And that was an action item.

[31:00] Fast forward to 2019, we decided they wanted to move with that.

[31:08] And I'm learning all this on the go.

[31:10] I had enough information to be dangerous at that time,

[31:14] but I spent some time in the walling

[31:15] for it with a gentleman called Sal Menzo.

[31:18] We did it, and then I basically went to him

[31:20] and said, what the heck do I do?

[31:23] And the first thing I did is set that

[31:24] Marianne and Marco and I had heard some rumors that I was here to tell them what to do

[31:31] and I in 3 years of my own self being self-employed never told anybody what to do on the process

[31:37] got right and we sat down together and we had a very good meeting and the three of us were

[31:43] probably on the same page and said our biggest challenge is going to be awareness

[31:47] Yes.

[31:48] Meaning, we have, and I know this long before, that parents are pushing kids to go to college,

[31:55] go to college, go to college.

[31:57] And there's other avenues, and so we chose to sit down.

[32:01] We put a core team together, and Martin's, by the way, Markle's been become a great partner.

[32:09] He and I are kind of joined it to hit with this process, but it's been a learning process

[32:13] for both P and I and we put an action plan together, put our team together and we started

[32:20] to go forward and we stayed together and I said listen even if we do one little thing

[32:26] I have a lot of free time I can do you just I can be a grunt let's just do whatever and we did

[32:33] some small things and I said I'd like to come out when this we get the green light not come out

[32:38] having to start all over, yes. And we didn't. We came out ahead of the game. We

[32:44] would not be here tonight, if we had not, and none of us had told Mark, give credit,

[32:50] we're credit skill, Mark, if he wasn't as persistent as he was. And that's all you

[32:55] got to do with me is be persistent. So the long story short, that's what led us to

[33:01] actually restart the engine. And I think it was a good thing. Right. I think the

[33:06] break turned out to be an asset for us personally yeah because it gave you time to get your thoughts

[33:11] together and get the game plan I can't from a world if you live in a world where Darth Vader showed up

[33:20] it causes you to be be more creative and more innovative not just cruise with what's going on and

[33:28] that helped me through this process and I pursued other ways that I never dreamed of and heard of

[33:34] and Mark with it, so we pulled that together,

[33:36] and that's what caused all of what we're seeing here

[33:39] tonight to come to fruition.

[33:41] That's really the, we have a commitment

[33:44] from not just from the school, the board of education,

[33:48] the PTA, the manufacturers, the town council.

[33:51] We pull them all together way back when,

[33:53] and I'll be quite frank, I would not be standing here right now

[33:57] if any one of you said that this is not gonna happen

[33:59] because I'm not gonna go back fishing again or something.

[34:02] No, Mary, I was very impressed by the fact when you were talking to the parents.

[34:07] You really were giving them some background on the program and maybe you can give us a

[34:11] little bit of background on the program and how it gets about how the good and college

[34:13] get involved.

[34:14] And how the rest of us come together, you know, Bob put together this amazing coalition.

[34:18] He's worked together with Mark and a lot of the other people in town that he said about.

[34:21] But what was the impetus?

[34:22] What really, if I was a parent right now and you wanted to sell me and doing this, give

[34:27] me that pitch.

[34:28] Absolutely.

[34:28] So we've had the bones of a lot of components.

[34:32] In our middle school we have two STEM teachers

[34:34] and so we start our students with exposure there.

[34:37] We have some great things going on

[34:38] in individual classes with robotics,

[34:40] woodworking and some of the basics of engineering design.

[34:43] Then we built this beautiful high school in this town

[34:46] and we were able to kind of vision it

[34:48] with this program and equipment

[34:51] and thinking about what we wanted its own problem.

[34:54] And it's taken several years.

[34:55] We've been here six years now.

[34:56] we built that and I will give credit because Bob came on board and Mark O'Famaglity, my

[35:03] assistant superintendent, he's my curriculum person. And we did a lot of talking about how

[35:08] we connect this together and we create opportunities for kids. And when you look around in the world,

[35:13] what we want our students to do is to leave here with real experiences of applying problem-solving,

[35:18] critical thinking, and manufacturing, engineering design, that's a whole area that has growth and

[35:25] opportunity for our students. What we didn't realize was the opportunity coming

[35:30] right out of high school for our kids. And, you know, I will give credit to

[35:34] Marco as we started to dig in more work with Bob. Bob's a great listener and

[35:39] he's a great systems guy and he told me that day one and I'm a systems person too

[35:43] and so we've built this to look at a pathway for kids and we have, you know, several

[35:49] seniors that are making decisions to go into engineering who worked and had

[35:53] courses here, and they're all going into slightly different avenues, but they have real

[35:57] practical experience using higher tech equipment, real world application of software, and they

[36:03] also get a chance in our upper level courses to do some of their own designing and pursuing

[36:08] their passions under our Mr. Chapman here.

[36:13] And so, you know, we've been able to elevate our program, and the partnership with Goodwin

[36:19] was that final piece.

[36:20] No, it's playing their partnership with Goody and Holly.

[36:22] Sure.

[36:23] So, really, Marco Robob had a connection with former superintendent in Wallingford, Selmenzo,

[36:29] who is now, I don't know, is exact title, he now is kind of a superintendent at Goody

[36:35] They're a mega school system.

[36:36] They're a mega school system.

[36:38] And so Matt, that connection up there, and Marco also had a connection with Matt prior.

[36:43] So as they started working, that idea of being able to offer our students, not just the experience

[36:49] here but dual credit. So you can get credit here at Morgan for taking these

[36:53] courses you get to explore, things that you might not have done before you get to

[36:57] develop skills. But now our students have an opportunity to follow a advanced

[37:03] curriculum that gives them college credit for a good one. And so when that was on the

[37:07] table it was a no-brainer for us to say this is the this is the future of high

[37:12] school. Everybody's heard of advanced placement classes, college board, but

[37:16] But these credits give kids that chance not only to elevate their transcript to continue

[37:22] a good win, to get their associates degree almost completely before they leave here.

[37:27] And now get into the workforce and continue their education with experience.

[37:30] So it gives a variety of pathways and opportunities to kids.

[37:35] And at 18, it's hard for the kids to know exactly what it's going to be.

[37:40] And I keep saying life is a journey.

[37:41] I would never dreamed I'd be in this role when I was leaving high school.

[37:45] but but that path along the way of taking steps having opportunities and that's

[37:50] what we want to create here. So Goodwin has created that for us. Our students will

[37:54] have that opportunity to get credit and they're going to get a solid

[37:58] curriculum because that's the other piece that's really hard in a small school

[38:02] to be able to give industry standard curriculum. Goodwin helps to do that for us

[38:06] and they're we're teaching Goodwin courses and then our partnerships with our

[38:10] manufacturers do that as well. So our students here in Clinton are so

[38:14] fortunate to have all of this and and passionate people both in you know our

[38:20] partners here Bob we now have a state who knows about the map and Matt

[38:26] Sedona at Goodwin has been amazing. So I'm just excited and if you talk tonight

[38:31] to some of our I did and they were very excited the parents are very excited about

[38:34] they got a lot out of it and now the credits of the building up here those are

[38:38] are applicable to when they go to a good one.

[38:40] But are they just applicable to good one?

[38:42] So I do believe there can be some recognition of credits.

[38:47] Just like we have a program with Yukon,

[38:49] the early college experience, and you get Yukon credit.

[38:52] If you don't go to Yukon, it can be transferable

[38:54] to other colleges.

[38:55] Each college is a little different.

[38:57] So in some cases, they might get a general elective credit.

[39:01] In other cases, the college might not afford credit there.

[39:04] Sometimes that's a business decision for the college.

[39:06] Yeah, but what it does is it helps build our students resumes and their

[39:10] Their applications are enhanced because they have these credits under their belt and they have experiences that are valid

[39:17] Are you sure and what what are the manufacturers just telling me that once the kids are involved in this program the internship

[39:21] They'll actually help subsidize their college education, which is fundamental and I think guys are so committed to this

[39:28] Yeah, and

[39:30] Something interesting is listen to Mary and talk

[39:33] When I first got these groups together, the manufacturing guys didn't know there was even

[39:39] engineering courses here.

[39:41] The school didn't know that these guys had these needs, and this is in a small town.

[39:47] And that doesn't surprise me.

[39:48] That happens a lot more.

[39:50] And for me, this helps bring the whole community together through that process.

[39:56] And the other thing that excites me about this is not just the curriculum.

[40:02] You can be book smart, but not be able to apply that.

[40:07] Right, yeah.

[40:07] Here, it's like, well, I want to trade school.

[40:10] You got something you can physically do.

[40:11] Yeah, I want to trade school.

[40:13] I need go to high school.

[40:13] I want to trade school.

[40:14] Last back when they said you were too smart enough to go to high school.

[40:18] Yeah.

[40:18] I did pretty good in my life from that.

[40:20] But it was, it go from classroom, then you'd go put that classroom and actually into use.

[40:28] Right.

[40:30] this is it this is it I mean that's what I see down the road and really it

[40:36] does provide an opportunity and Mark will road our problem state I haven't

[40:40] put a charter together to stay focused and he wrote it and it basically was

[40:45] just to provide it's not the GMA manufacturing down kids or parents wrote it's

[40:50] just to provide them a view and an opportunity to see something they may never

[40:54] I thought I'd be for or unaware and for me that's this is it now you know we

[41:00] talk about college is it possible I asked a couple of the manufacturers that

[41:04] just transition directly from high school with these things into a

[41:07] manufacturer without having to go to college yes oh yeah that's important I

[41:11] think if it was inflation being what it is and everything else in today's

[41:13] society if you can be paid go in this part of this program you go into a

[41:18] manufacturing company they take you under their wing you don't necessarily have

[41:21] to go to college you don't have that college debt and if you do want to

[41:23] of some of the money. That's one of the biggest, if not, you're making enough money to save for college and be able to pay for it without money.

[41:31] That's one of the, this is happening all over the country, right?

[41:35] You need care, but it does provide the students a chance to come out of high school and go straight in, indignal to pass, but straight in the manufacturing.

[41:45] And the average, I know, I don't know what Paul said, but the average wage is like 84 grand a year for manufacturing.

[41:58] That's the key, no debt, right?

[41:59] I think the other thing for us is we were aware that the skill set, I mean, look at this

[42:04] house milling machine, right?

[42:05] The skill set that's needed, the math skills, the problem solving, the critical thinking,

[42:10] the communication skills.

[42:12] It's not just, you know, sawing on something, it's not just cutting and tooling something.

[42:17] It is a complex machine that involves start to finish a variety of skillsets and that skill set

[42:24] Whether you continue in manufacturing or you take it somewhere else is what we're trying to develop it

[42:29] It's definitely every brain that I'm planning to experience is that conduit to students finding out what you're doing is unbelievable

[42:36] Bob has started as you know it's at sea now it's going to be with trees and then it's going to go into something even much larger

[42:41] And to have the cooperation these manufacturers the school and go ahead and I think it's a real testimony to all the hard work

[42:46] you guys have put in. I hope the kids appreciate it. I hope the parents appreciate it because

[42:50] this is, you know, it's not unique to Clinton, but it's something that's helping these

[42:53] kids grow. I hope their parents as well, especially in this economic times that are in.

[42:58] And if people want more information about this, where's the call which they do, Maryam?

[43:02] So you can contact the high school. Our guidance office has information about courses.

[43:08] You can contact our teachers directly. Mr. Larry Chapman runs most of these programs and we have

[43:12] a couple other teachers who support it.

[43:15] Marco Famigladi, my assistant superintendent,

[43:17] can give that broad overview.

[43:19] We have information on our website.

[43:21] There's a contact numbers.

[43:22] And there's a landing page with information.

[43:24] Hopefully, we'll have a little bit about tonight

[43:26] and some pictures.

[43:27] But anybody in any of the schools, either the middle school

[43:30] or here have some information

[43:31] and can get you to the right person.

[43:32] Great.

[43:32] Well, thank you so much, Bob.

[43:33] You're a great job.

[43:34] Thanks.

[43:34] Thank you for participating.

[43:36] My pleasure.

[43:37] All right, Matt.

[43:38] It's interesting, as I was interviewing some of the parents

[43:40] and the kids, I said, what was the thing that

[43:41] and pressure the most is that machine,

[43:43] that machine was unbelievable.

[43:45] And I saw you're starting to give a little lecture

[43:47] about just give us a quick rundown

[43:48] about what this machine does.

[43:49] Yeah, so this is a Haas TM1P.

[43:53] I've been working with these machines

[43:54] for over 10 years now.

[43:56] I had the pleasure of bringing them

[43:58] in at a previous school that I was out

[44:00] and was just impressed with the quality of it,

[44:03] the tolerances that they can hold

[44:04] and that this machine is really an industry quality machine

[44:08] that you would see in a manufacturing facility.

[44:10] And one of the great pieces of outlet is that this control panel is on their least expensive

[44:17] machine and their most expensive machine.

[44:19] So everything from $40,000 up to $500,000, and it's on their CNC mills like this machine,

[44:26] the lathe, they have router tables, and so it really gives the students the skill, once

[44:32] they learn how to operate this control pendant, they can then tape that and apply that to all

[44:37] the machines across the wall.

[44:38] Wow.

[44:39] And it really carries through a lot of different

[44:41] manufacturing processes.

[44:43] So this is a CNC three-axis mill.

[44:47] Students learn really four different things.

[44:50] It's not just about doing an automated process

[44:53] or doing the same thing over and over again.

[44:55] It's about how do you solve the problem, right?

[44:58] Every part that you need to make is like,

[45:00] And so we solved that problem really in four different avenues through tool holding, which is our, these are our tool holders here. We would take different sizes and sheeding bits that fit into here, mills, and then these are what's used to cut away at our material. It's through a process that we call subtractive manufacturing. So tool holdings really that first step in the solution. The second thing that our students need to figure out is the work holding. This is a vice that's in here. There's a lot of different ways.

[45:29] ways that you can hold on to a part to get it ready to be machined.

[45:33] So students learn what is the proper technique to use, right, and then how do you use that

[45:38] piece of technology in order to hold the part properly so they can be machined.

[45:43] The third part is really comes in the program, right?

[45:47] That's the set of directions that our students are creating for the machine to understand.

[45:51] And basically it's using the Cartesian coordinate system, you're moving from point A to point

[45:56] be to point C, you just keep going around until you machine your finished part and how fast

[46:01] you want to move there, how deep do you want to cut it, and so it's that process, it's

[46:05] learning that language programming. I mean going like this seems pretty easy but there's a lot

[46:10] to go. There's a lot of points that, right, right, right, if you remember your high school geometry,

[46:13] there's a lot of, there's a lot of points that go on your ground, right, and each, each point in space

[46:20] has a point that needs to be programmed. And so it's that set of directions of how we want the machine

[46:25] to operate. And then the fourth thing that our students learn is is machine set up, right?

[46:30] So it's taking all those things, the tooling, the work holding and the programming and pulling

[46:35] those together in order to make a finished part. And then once you've done it, made that part

[46:40] once, it's trying to figure out, okay, how do I improve that? How do I make that better? How

[46:44] can I cut down my runtime, right? How can I produce it more accurately? And then it's measuring it

[46:49] and comparing it against your original blueprint or your CAD drawing to make sure that it meets

[46:54] to design intent and then it's within all the tolerances.

[46:56] That's great.

[46:57] Just as an idea for the people watching,

[46:59] what does a machine like this cost?

[47:00] Yeah.

[47:01] So it costs is very gracious.

[47:03] They have educational discounts that they offer.

[47:06] They offer training to teachers.

[47:08] So a machine like this, as it sits, is about $43,000.

[47:13] With that, that includes a lot of the tooling.

[47:16] How started coming out with their own tooling.

[47:18] So they've been able to use that and include that

[47:20] in the packages.

[47:22] And then really from there it's just your material costs that you need and then the replacement

[47:28] bits that you use, you know, because they're consumables, right?

[47:31] It's like a drill bit, right?

[47:32] So it gets used up over time or gets broken and so you need to be able to replace that repair.

[47:37] Great.

[47:37] Well I think this is the greatest you're doing and you've been in, how long you've been

[47:41] involved in the program now?

[47:42] With Morgan?

[47:43] Yeah.

[47:43] It's been about a year and a half now and you know this is just a sort of our journey.

[47:47] Great.

[47:47] Well we hope the journey is very long and fruitful and again, thank you so much for

[47:51] from our community to Goodwin College.

[47:53] I think what you're doing for our community or kids

[47:54] is really something we all appreciate very much.

[47:57] Thank you very much, Matt.

[47:58] We appreciate it.

[47:58] And our best is Goodwin College.

[47:59] Good luck in the future.

[48:00] Thank you, sir.

[48:01] Well, that wraps up for tonight.

[48:02] I hope you enjoyed tonight's show talking about

[48:04] this wonderful coalition between Morgan High School,

[48:08] Goodwin College, and of course,

[48:09] all these great manufacturers are represented here tonight.

[48:12] And if you have any questions, make sure you contact.

[48:14] If you want to see other shows, you can contact iris.dom.

[48:17] at clintonpublic.net.

[48:18] We'd be happy to come out and film events like this.

[48:20] But we can't do it without your support and letting us know that you want things that are going to be that you want us to cover

[48:25] And we'll make sure we do it and do the best way we can. So I want to thank Iris Dunham. She's had a long day

[48:29] She's been in the studio editing some of our shows. She's been a lot of time here tonight

[48:33] But I want to thank Iris so much. She's our producer director editor. She's our do-it-all person

[48:38] So thank you very much Iris and thank you all for watching tonight's show and we'll see you again another upcoming show

[48:42] My name is Tom Foster. This was Talk of the Town

Talk of the Town - Engineering

Transcript