When students at Woodford County High School began work on the Parker Hannifin project, it was fall. Mornings and evenings were growing chilly, and the air throughout the day had that extremely desirable crisp feeling to it. Football season was in full swing, and the holidays were just around the corner.
It was at this time that the students in Conner Richardson’s Agricultural Structures & Design class were introduced to the opportunity of working with a company to create a more accessible, desirable, and productive work environment. The Purpose In Action grant through the Kentucky Department of Education (KDE) was funding a collaborative project, the first of its kind in the nation, which would link the local community, public education, and the private sector together to include more people in the workforce. Parker Hannifin, a global manufacturing company with a plant in Lexington, Kentucky, was eager to change many aspects of its processes and physical environment to become a more accessible, inclusive company.
The class, guided by student leaders Hunter Davis and Weslee Sturgill, had a charge: create a work cell that would allow a person with disabilities to inspect o-rings, Parker Hannifin’s product, successfully, efficiently, and in a way that promotes accessibility.
The students took the charge seriously, and with the help of dedicated, passionate adults, they have worked to create a product that will accomplish what Parker Hannifin desires: an environment that is set up to help people with disabilities thrive in their jobs.
Fall turned to winter. As the days became shorter, the class did not waiver but persisted in their work. They researched, brainstormed solutions, listened to the perspectives of people with disabilities, toured the facility, and slowly winnowed out the brightest ideas.
Another change in season took place while still the class worked diligently on the project. The frost melted off of cars, and the first sight of green leaves and flowers began to bud from trees. As the world seemed to come alive again so was the project taking tangible shape. The wood was sanded and cut to fit the exact proportions the students wanted. Containers to correctly sort the o-rings were 3D-printed along with devices to accurately inspect each individual o-ring. A computer was assembled on the desk, and the wires were properly organized for a clean workstation. The students decided to add a camera specifically to reflect the image of the o-rings onto the computer. In this way, the o-rings will be enlarged significantly to determine if there are any imperfections. Adjustable lights, with the ability to change colors, were added to improve the visual experience and to reduce anxiety. A clear and concise daily checklist was produced and posted in a prominent spot on the desk. The list of adjustments continues. The work cell, in all its glory, is now materialized and ready to be presented to the representatives from Parker Hannifin and KDE.
The project, which has consumed three seasons, is almost complete. And the final product, the work cell the class has created, is exquisite.
Mr. Richardson, the lead teacher guiding students on the Parker Hannifin project, says, “The amount of pride I have for these kids is immense. This project and seeing the students’ growth through the project is why teachers go into education. We want to see our kids work this hard and achieve at this level, and we’ve seen it all year.” He explains that the presentation to Parker Hannifin and KDE is an opportunity for students, who never would have imagined themselves giving a presentation of this magnitude, to shine as they explain their passion project.
Hunter and Weslee, the student leaders, are in a near state of disbelief that the project is concluding. For months and months, their efforts have been focused on generating this work cell through conceptualizing, designing, and 3D printing various parts. It is finally a real, touchable result of their hard work.
The two students laugh as they explain how they have jokingly called the work cell their baby. Weslee says, “We’ve been working on this since October, and our baby is about to come.” He chuckles and adds, “I’m in the waiting room!” In all seriousness, Weslee explains, “We’ve put so much work into making and building this work cell and getting everything ready. There’s been orientation and organization required. We’ve worked on separate competitions and contests for our presentation…it’s here!”
Without a doubt, this project will impact Hunter, Weslee, and all the students and WCPS staff
members involved for the rest of their lives. Hunter explains, “A disability can happen to anybody at any time. It can affect them drastically or not. We’re hoping this work cell will win the presentation and go into 49 different countries [with Parker Hannifin plants] to help people.”
Over the course of this project, the desire to help others grew and deepened in the hearts of those involved. The personal connection was in large part due to the willingness of students who use wheelchairs or have a physical disability to provide their perspectives when moving throughout Parker Hannifin. Without Gavin Barrows, Andres Fajardo, and Gabby Villarreal, this project may not have the high level of accessibility and excellence that it possesses today. Hunter describes, “When we toured Parker Hannifin with Gabby, Gavin, and Andres, it was very eye-opening to us. Throughout the project, I started noticing and thinking, ‘Would someone in a wheelchair or with a disability be able to open this door or do this thing.’ It’s something that you wouldn’t see as much before you learn about it, and then you start seeing it more and more.”
Weslee adds, “One thing I’ve gained as a different view is compliant versus accessible. Those are two completely different things.” Weslee explains that a compliance guideline for the Americans with Disabilities Act (ADA) does not always mean that the accommodation will be accessible. He has found through this project that several compliant accommodations are still incredibly difficult for someone with a disability to use or experience. He has come to understand that compliance and accessibility are not the same.
As our student leaders describe the ways that their eyes have been opened and their horizons have been broadened, we cannot help but stand amazed and excited for what they are accomplishing now and how they will use this experience in their futures.
“A project like this gives students a worldly perspective that they would not get otherwise,” says Mr. Richardson. “Students taking a real-world problem, thinking about solutions for it, and then coming up with a final solution provides them with more perspective. It’s ultimately what they will be doing in the real world. Projects like this give students an opportunity to see what it will be like in the real world, have the job experience, and the grit to continue.”
The project has done its job in the life of our students. Now, the project is nearly complete. As our students present this morning to a panel of judges, we could not be more proud of them. As Hunter and Weslee would say, the baby is here. It’s time to go show it off.
Job well done, Purpose In Action team.
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