Compete

The world of 3D is rapidly expanding, and career opportunities exist in a wide range of fields, including architecture, games, product and industrial design, civil engineering, and film and television animation. This competition allows students to step into a real-world 3D production environment where creative output must be accomplished within specific timeframes, resources, and design constraints. This is a two-person team event and includes a written exam. Competitors must produce high quality images and an animated short subject using computer-generated 3D images. Students are evaluated on their technical knowledge, production skills, and creative abilities, including visual development and storyboarding. Competitors can also interface with and get feedback from judges with successful careers in 3D visualization and animation.

This competition requires a five- to seven-minute demonstration of an occupational skill in an area in which a student is training. A 504 or IEP is required to participate in this competition. Competitors use examples, experiments, displays, or practical operations to clearly explain their skills using competitor-prepared visual aids. A letter from an appropriate school official on school letterhead stating that the competitor is classified under the provisions of Public Law 105-17, Individuals with Disabilities Education Act, 1997, is required for participation.

Additive manufacturing, also known as 3D Printing, embraces a wide range of materials and derivative processes to build parts suitable for end-use service. The virtually unlimited design freedom enabled by additive manufacturing allows for the creation of shapes and the integration of feature and function that previously required sub-assemblies. Employment opportunities for design engineers are growing as the industry adopts additive manufacturing methods and applies the practice to various parts of their business from prototyping to end use parts.

This competition tests technical skills and creative aptitude as though competitors worked for an advertising agency. In addition to a written test, competitors will recreate a provided advertisement on a computer. Competitors are judged on their accuracy, proficiency with industry software, and ability to meet a deadline. The competition also includes a creative portion. The creative portion involves the application of creative thinking and a design challenge. Layout, drawing, and illustration skills are used, as well as the ability to create vibrant, effective designs using a computer.

This is a professional portfolio competition documenting SkillsUSA chapters' community service; patriotism and citizenship; and promotion of career and technical education projects that demonstrate a belief in the American way of life and the purposes of SkillsUSA.

Students will produce (plan, write, voice, record, edit, and render) up to a three minute radio production, such as a PSA, sound rich/NPR style news story, or a sound and interview news story. A 60-second streaming radio infomercial and 30-second ad spot will be produced and inserted into the production. The complete production requires students to demonstrate their ability to plan a project that meets a specific prompt and run time; and to gather, edit and mix a variety of audio sources. Competitors must render their completed project to a specified audio file format.

This competition assesses teams on their readiness for employment in automated manufacturing environments, emphasizing their approach to design, manufacturing, and problem-solving within a realistic production workflow. Each team will complete a full cycle of production involving Computer-Aided Design (CAD), Computer-Aided Manufacturing (CAM), and Computer Numerical Control (CNC) precision machining of a component. The CAD operator is responsible for creating the part geometry, the CAM operator develops the tool paths, and the machinist sets up and operates the CNC machine to produce the part. Teams are evaluated on the entire design-to-production process, including documentation, work efficiency, accuracy, and adherence to industry standards and practices.

The competition is consistent with the automobile technician task list outlined in guidelines published by the National Institute for Automotive Service Excellence (ASE) and the ASE Education Foundation. Competitors demonstrate their ability to perform tasks selected from the standards mentioned above as determined by the SkillsUSA Championships Technical Committee.

Competitors are challenged to meet production and quality standards expected by industry. The competition includes a written examination and practical exercises. Competitors demonstrate their knowledge and skills through scaling, mixing, preparing, and baking products. The products include, but may not be limited to, breads, rolls, cookies, and assorted pastries. The student must also demonstrate cake decorating skills. The competitor must work efficiently to produce quality products in a job-like setting.

Competitors demonstrate their knowledge and ability to perform entry-level procedures or skills based on the following list of core standards: academic foundations, communication skills, career opportunity concepts and systems, employability and teamworking, ethical and legal issues, and safety practices. Performance will be evaluated through various stations involving skills testing and both written and verbal assessments.

This competition tests a team of five to seven competitors on their ability to quickly respond to knowledge questions covering career area knowledge. Teams will demonstrate communication skills, teamwork, problem solving and time-management skills by determining and presenting the answer to each question clearly within the five-second time frame. Each competitor will take a written test.

Competitors build a small cabinet or piece of furniture from the supplied materials and drawings. Competitors are expected to read the drawings, lay out, create a cut list, and cut the parts using a variety of tools including, but not limited to, the following: table saw, miter saw, drill, hinge boring machine, and various hand tools. The parts must be accurately assembled, sanded, and adjusted to tolerances specified by the judges.

This contest assesses basic public speaking skills through the delivery of a three to five minute commentary.

Student teams use their course of study as the basis of a project that will benefit their class, school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate Career Pathways - Agriculture, Food, and Natural Resources based on the course enrollment of the students (not on the content of the project).

Student teams use their course of study as the basis of a project that will benefit their class, school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate Career Pathways - Arts and Communication based on the course enrollment of the students (not on the content of the project).

Student teams use their course of study as the basis of a project that will benefit their class, school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate Career Pathways - Business Management and Technology based on the course enrollment of the students (not on the content of the project). The following career clusters are represented in this competition: Business Management and Administration; Finance; Information Technology; and Marketing.

Student teams use their course of study as the basis of a project that will benefit their class, school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate Career Pathways - Health Science based on the course enrollment of the students (not on the content of the project).

Student teams use their course of study as the basis of a project that will benefit their class, school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate Career Pathways - Human Services based on the course enrollment of the students (not on the content of the project). The following career clusters are represented in this competition: Government and Public Administration; Law, Public Safety and Security; Education and Training Services; Human Services; and Hospitality and Tourism.

Student teams use their course of study as the basis of a project that will benefit their class, school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate Career Pathways - Industrial and Engineering Technology based on the course enrollment of the students (not on the content of the project). The following career clusters are represented in this competition: Architecture and Construction; Manufacturing; Science, Technology, Engineering, and Mathematics; and Transportation Distribution and Logistics.

Competitors frame walls using wood and/or steel studs, cut and install rafters, gable end overhangs, fascia board and soffit installation, install sheathing and/or exterior siding and trim. Demonstration of knowledge of stair construction is required. Competitors will be judged on accuracy, ability to read and interpret blueprints, workmanship, safety, and the proper use of tools, equipment, and materials.

Student teams demonstrate knowledge of parliamentary procedure in both a written exam and a team demonstration. The written exam covers questions related to materials found in Robert’s Rules of Order—Newly Revised. During the presentation, the team will demonstrate the running of a typical business meeting using a standard order of business. During the presentation, the team must properly insert into the order of business the secretary’s minutes, treasurer’s report and business items identified by the technical committee. In addition to the debate and transaction of the business items, teams will also properly demonstrate different parliamentary procedure motions, including at least one of each of the following: main, privileged, subsidiary, incidental and motions that bring back issues to the floor. Minutes of the demonstration will be read by the secretary upon completion of the demonstration.

(Team of 3) SkillsUSA student members build a three-dimensional display that articulates the annual SkillsUSA competition theme. The members of the chapter build the display and three students present information about the display during a presentation and interview with judges.

This competition evaluates each competitor’s ability to independently plan and program jobs for CNC (Computer Numerical Control) turning centers and provide instructions for operators to execute. Competitors program part features and generate NC code using CAM software, troubleshoot G-code programming errors, interpret prints (including geometric dimensioning and tolerancing or GD&T), measure/gauge parts, and demonstrate their theoretical knowledge of CNC turning center configuration, setup, and operation.

This competition evaluates each competitor’s ability to independently plan and program jobs for CNC (Computer Numerical Control) milling machines and provide instructions for operators to execute. Competitors program part features and generate NC code using CAM software, troubleshoot G-code programming errors, interpret prints (including geometric dimensioning and tolerancing or GD&T), measure/gauge parts, and demonstrate their theoretical knowledge of CNC milling machine configuration, setup, and operation.

This competition evaluates each competitor’s ability to independently plan and program jobs for 5-Axis CNC (Computer Numerical Control) milling machines and provide instructions for operators to execute. Competitors program part features and generate NC code using CAM software, troubleshoot G-code programming errors, interpret prints (including geometric dimensioning and tolerancing or GD&T), measure/gauge parts, and demonstrate their theoretical knowledge of 5-Axis CNC milling machine configuration, setup, and operation.

This competition evaluates each competitor’s ability to independently plan and program jobs for 2-Axis CNC (Computer Numerical Control) turning centers and 3-Axis CNC milling machines and provide instructions for operators to execute. Competitors program part features and generate NC code using CAM software, troubleshoot G-code programming errors, interpret prints (including geometric dimensioning and tolerancing or GD&T), measure/gauge parts, and demonstrate their theoretical knowledge of CNC turning center and milling machine configuration, setup, and operation.

A team of two students must develop, execute, document and present a completed community service project that provides a benefit to the community or the school and demonstrates excellence and professionalism. The project may be a larger school/community project; however, two students must be part of the core organization team and document the project and results based on the guidelines in the technical standards. A letter from an appropriate school official on school letterhead stating that the competitor is classified under the provisions of Public Law 105-17, Individuals with Disabilities Education Act, 1997, is required for participation.

The Community Service competition evaluates local chapter activities that benefit their communities while members become productive community members. SkillsUSA chapters present their best community service project for the current school year. Competitors are evaluated on a professional portfolio that details their chapter’s community service project and on a presentation to a panel of judges. The competencies that are evaluated are based on the team’s professionalism in the visual representation of the project, designing and implementing an engaging presentation, and effective delivery of that presentation.

Competitors demonstrate knowledge of computer programming, describe how programs and programming languages work, and describe the purposes and practices of structured programming. The competition may include a computer programming problem consisting of background information and program specifications. An appropriate (successfully executable) computer program from design notes and instructions will be developed.

Students demonstrate their skills in hair color, haircutting, hair styling, and long hair design in separate assessments. All work is performed on mannequins, so each competitor begins with the same model and the same type of hair. Competitors will perform one women’s cut and one men’s cut from a finished photo. They will also create one uniform layered haircut. A display of creativity is seen in the long hair segment of the competition where these future salon professionals demonstrate their own design skills. A parade finale closes the competition with each competitor walking down the stage with their completed mannequins to present to the audience.

The competition will encompass both hot and cold food preparation and presentation. Competitors will demonstrate their knowledge and skills through the production of menu items meeting industry standards. The competitors are evaluated on organization, knife skills, cooking techniques, creative presentation, sanitation and food safety, and the quality and flavor of their prepared items. High school competitors will create menus to demonstrate required fundamental cooking techniques using items from a common pantry. College/postsecondary students will work from a market basket format and create their own menus using required fundamental cooking techniques.

The competition evaluates students’ proficiency in providing customer service. The competition involves live role-playing situations. Competitors demonstrate their ability to perform customer service in both written and oral forms including telephone and computer skills, communications, problem solving, conflict resolution, and business etiquette.

Competitors cycle through stations testing and troubleshooting engines, electrical and electronics systems, and powertrain systems including chassis, transmissions, and carriers. Competitors demonstrate skills in hydraulic systems, vehicle inspections, fundamental failure analysis, brake systems, air-conditioning systems, and general shop skills. Competitors also perform a job interview and complete a written test.

Competitors demonstrate their knowledge of developmentally appropriate practice and their ability to prepare and implement learning activities for children three to five years old. Competitors will prepare a written lesson plan and take a written test assessing their knowledge of child development and effective teaching strategies. They will demonstrate their understanding of the unique age-related learning characteristics of young children and the relevant social interactions as they implement the lesson.

Competitors are required to complete a written test of questions formulated from the latest edition of the National Electric Code (NEC), a practical conduit bending exercise, and hands-on installation of a conduit system, cabling system, and wiring devices. Working from drawings and specification sheets, competitors are required to install an electrical system common in most residential and light commercial projects. Judging is based on general workmanship, accuracy of layout and installation, and adherence to the current NEC and standard industry safe practices.

The competition is divided into sections: customer service exam, written exam, soldering, breadboarding, and troubleshooting. Competitors demonstrate their knowledge of analog and digital circuitry; ability to troubleshoot electronic circuits; ability to construct and test experimental circuits; and ability to design and select circuit components. All aspects of the competition test competitors’ abilities to use and calibrate electronic equipment, record and organize data, and demonstrate proper safety practices.

To evaluate competitors' readiness for applying for employment in their occupational areas and understanding the process and procedures required. This contest evaluates the understanding of the employment process a student will face in applying for positions in the occupational area for which he or she is training. The contest consists of two parts: preparation and submission of the resume and portfolio, and an application completed on site along with a 10-15 minute interview consisting of five questions.

(Team of 3) Students demonstrate their ability to design an innovative engineering project and present those ideas along with a display and live model. During the presentation, students are judged on their performance as a professional team, presentation of their project to a panel of judges from the engineering field, their storyboard presentation model, and the overall effect of the presentation.

A team event testing students' knowledge in starting their own businesses by developing business plans that identify needed products or services in a local market. Emphasis is placed on financial planning and practicality of the product/service. Teams give oral presentations based upon their written plans, and the team must successfully answer judges' questions in response to typical problems encountered by entrepreneurs during their first year of business.

The competitors are evaluated on their techniques and professionalism in the field of skin care. Competitors are tested in different soft skill tasks including a written knowledge exam covering the fundamentals of skin care and oral professional presentation. Additionally, competitors are evaluated on technical skill performance tasks consisting of a facial cleansing massage; basic facial; beauty makeup; and fantasy makeup applications. An emphasis on safety and infection control measures will be used in all segments of the skill performance areas.

To evaluate each contestant's ability to demonstrate and explain the steps involved in creating the contestant's favorite project from the freshman Exploratory experience. The actual finished project from Exploratory must also be presented. An actual technical skill must be performed as opposed to an illustrated talk. No open flames.

The competition requires competitors to give a three- to five-minute speech on an assigned topic with five minutes of advance preparation. Competitors enter the preparation area one at a time, where they are given a speech topic. They are judged on voice, mechanics, platform deportment, organization, and effectiveness.