Collaborating with Industry
to Enhance an Engineering Technology Curriculum
Robert A. Gray
Assistant Professor of Engineering
Penn State Erie, The
Behrend College
Abstract
A collaboration between the Department of Engineering and Engineering Technology at Penn State Erie, the Behrend College, and Erie-based company General Electric Transportation Systems (GETS) has produced two courses that were recently added to the college’s engineering technology curriculum. These elective courses, EET497A Applied Systems Design and Remote Diagnostics and EETBD450 Manufacturing Related Topics in Electrical Systems, are designed to 1) expose junior- and senior-level engineering technology students to important topics not covered in the traditional engineering technology curriculum, and 2) get students out of a “static” classroom environment and into an active-learning environment where they can connect theory to real-world situations. This paper will discuss the courses’ goals, how the courses function to achieve these goals, and the additional benefits of the Penn State Erie-GETS collaboration.
I. Introduction
After working in the field for nearly 20 years, the author accepted the position of Assistant Professor of Engineering at Penn State Erie. Shortly after beginning his career in academia, he noticed that the current engineering technology curriculum did not actively address topics that he found important in the field. The engineering students had a good grasp of the individual subjects taught in their engineering courses (circuits, digital electronics, microprocessors, physics, mathematics, etc.), but lacked a solid understanding of how the pieces integrated and functioned in a sophisticated system. Along with finding a way to solve this dilemma, the author also wanted to consider other ways to make improvements to the engineering technology curriculum, such as providing more opportunities where students could:
· connect theory to real-world problems,
· interact with both electrical and mechanical engineering technology students,
· be exposed to other disciplines, such as business,
· be exposed to engineers with practical experience, and
· be exposed to failure and the imperfect nature of technology.
As a result, the author began meeting with engineers from GETS to get their perspectives of newly graduated engineering technology students, particularly those from Penn State Erie. These engineers found that the students possessed strong problem-solving and leadership skills, but lacked knowledge in locomotive systems, systems engineering, and reliability engineering.
This led to a series of discussions during which both parties agreed that the students and industry would benefit if there was a way to 1) better connect theory taught in the classroom to real-world situations, and 2) enable students to be more knowledgeable in systems engineering and reliability engineering prior to graduation. The result was the creation of two three-credit courses that incorporate theory in systems engineering and reliability engineering with the realistic application of these ideas to a locomotive system. The first course, EET497A, introduces systems engineering in an active-learning environment, while the second course, EETBD450, presents reliability engineering in a traditional lecture-style setting. It should be noted that systems engineering and reliability engineering are rarely taught in engineering technology programs. However, these subjects are important because they examine a project from a multidisciplinary standpoint and present a realistic view of the challenges that an engineer faces in the field. Systems engineering and reliability engineering address a variety of topics, such as
· business issues (including minimizing production costs and maximizing customer service),
· engineering issues (including ensuring smooth interaction between the discrete parts of a system), and
· statistical issues (including evaluating and minimizing failure in a system and in the production of a system).
Simply put, these subjects help prepare students for what they will likely face in their professional careers.
II. EET497A Applied Systems Design and Remote Diagnostics
It was determined that both the author’s and GETS’ goals would best be met by focusing on a system with both electrical and mechanical engineering components. The locomotive was the natural choice for the system of study. Not only is it a sophisticated system that utilizes theory from both the electrical and mechanical engineering disciplines, but it also utilizes state-of-the-art technology, such as global positioning system equipment and other communications equipment that students would not likely have the opportunity to be exposed to in a traditional classroom setting. Although GETS locomotives are well-engineered (they are routinely in service for more than a million miles), there are inevitable failures and problems with the locomotives that students have the opportunity to study. GETS also provides communications systems and services for its locomotive customers, which gives students insight into the business and customer service areas of engineering.
The course is divided into five 3-week modules covering the following topics: Systems Engineering, Communications and Navigation Systems, Engines Systems, Propulsions Systems, and Remote Monitoring and Diagnostics. Each module is then partitioned into five stages:
· Introduction
· Physics, System Model, and Fundamental Building Blocks
· Applied Systems Design
· Lab
· Exam
For each module, students must complete homework assignments, laboratory projects/reports, quizzes, and an exam. To stress the importance of teamwork, which students will face in their career, many of the assignments, projects, quizzes, and exams are completed by teams consisting of both electrical and mechanical engineering technology students. For example, in the systems engineering module student teams engineer a common product, such as a doorknob. The students work cooperatively to brainstorm new designs and draw a realistic comparison between their design and existing products. They also have to address real-world issues such as reliability, ease of use, cost, ease of manufacture, and scheduling for manufacture.
Course material is presented in the traditional lecture format, combined with active learning activities. The lecture component is team-taught by faculty and GETS engineers and introduces students to theory from systems engineering. The students also learn about the sub-systems of the locomotive—the communications and navigation systems, engines systems, propulsion systems, and remote monitoring and diagnostics. These sub-systems utilize both electrical and mechanical engineering, so the students have the opportunity to learn about specialized areas of engineering other than their own. The GETS engineers share their field experiences with students, giving them insights about how to anticipate and minimize failure. Too often, students design a project without taking into consideration potential problems that may occur, such as adverse operating conditions or rough handling of the equipment. The GETS engineers also perform the important function of providing validation of the use of theory in the field.
The active-learning component takes place predominantly on-site at GETS facilities, allowing students to apply systems engineering theory along with previously-learned theory from their required coursework. At the facilities, students get hands-on experience with a locomotive and its sub-systems. While learning about each sub-system in the lecture component, the students tour the manufacturing facilities and study the construction of some of the sub-systems (engines, propulsions) from the ground-up, as well as the integration of these sub-systems into the entire system (the locomotive). This provides an opportunity for students to become aware that not only must each piece (mechanical, electrical, or otherwise) function correctly on its own, but the pieces must function together as a whole.
Besides participating in tours, students perform braking and traction tests on a locomotive using a test track, and perform location tests using global positioning equipment and other navigation equipment.
In summary, this course allows students to put into action all of their knowledge up to this point. It also provides the students with a “big-picture” perspective of their degree.
III. EETBD450 Manufacturing Related Topics in Electrical Systems
After satisfactorily completing EET497A, students are qualified to enroll in EETBD450, which serves to introduce students to real-world reliability and quality problems regarding electrical and electronic systems. Throughout this course, students study examples of real-life reliability and quality issues that they might encounter as engineering technologists in government or commercial industries.
This course involves using theory from probability and statistics, which is not required for the engineering technology degrees. Therefore, it is taught with the assumption that the students have no background in this area of mathematics.
Upon successful completion of this course, students know how to use reliability theory and quality testing on an engineering project. They are also aware of the serious consequences that can result if reliability engineering is not made part of the initial design process of a system.
IV. The GETS/PSU Technology Service Program
In addition to the two courses outlined above, the GETS/PSU Technology Service Program was developed to keep qualified students in a learning environment year-round. Their participation can lead to employment at GETS upon graduation. In addition to the systems engineering and reliability engineering courses, students have paid cooperative and internship positions at GETS, as well as sponsored senior-design projects.
During an internship, a student supports the GETS team through rotational assignments in three different areas of the company: field service, locomotive final assembly and testing, and maintenance and diagnostics service. The field assignment takes place either in Colorado, Nebraska, or Montana. During these assignments, the student works alongside other field engineers, technicians, and customers. This provides an excellent opportunity for the student to gain a greater understanding of customer service. The locomotive final assembly and testing assignment allows the student to further study the integration of the sub-systems and how the functionality of each sub-system affects the functionality of the entire system. The student gets to use his or her knowledge of reliability engineering at the maintenance and diagnostics service center, where information is received from locomotives in the field. In addition, an intern obtains valuable Six-Sigma and leadership training. (Six-Sigma training involves the use of statistical analysis to locate errors in a process or procedure, and is used in many different industries.)
V. Results
There have been many favorable results from the courses since their addition to the curriculum. Both courses have been popular with students and have been nearly filled to capacity every semester after first being offered. As of 2001, 93% of the students that have participated in both the systems engineering and reliability engineering courses have been successfully employed. According to a recruiter for Lockheed and Sandia National Labs, there is a distinct difference between students who completed the technology service program and those who didn’t. In fact, because of the content and structure of the program and the quality of the students completing the program, the electrical engineering technology students that completed the program were eligible for positions labeled for an engineering degree only. This is significant because of the differences between the engineering and engineering technology degrees. An engineering degree typically involves a more theoretical approach to engineering and a higher level of understanding of calculus than the engineering technology degree.
VI. Student Response
The student response to the courses has been positive. Most students seem to embrace the active-learning environment and are excited about getting an opportunity to get out of the classroom and into the real-world where they can utilize all of their senses while learning. According to one student, “It was great to see the immediate applications of theory to real-life problems and I learned good information about the reliability requirements for electronics.”
Although most students responded positively to the active-learning environment, some students were resistant to this idea so late in their academic careers. They would prefer to continue with the traditional lecture format. Other students did not recognize the value of focusing on a single system to integrate their educational experiences. They felt that it would not benefit them in any way, although throughout the course applications to systems other than locomotives were stressed.
VII. Additional Benefits of Collaborating with Industry
Along with the technology service program, GETS has provided additional lab facilities for students and faculty. In 2000, the company installed a six-ton locomotive cab on the campus containing sophisticated state-of-the-art communications and navigation equipment for student and faculty use.
The collaboration has also given faculty new research opportunities. For example, the author has published many papers with his undergraduate students as a result of his work with GETS, including “RF Material Interference and Link Budget Analysis,” “Prototype Communication Evaluation, BER and Environmental Testing,” and “Consist Monitoring Measurement and Algorithm Development.” He also worked on navigation and communications systems problems for GETS, such as pinpointing causes of unexplained behavior in new navigation and communications systems, estimating position errors for a specific satellite-based navigation system, and developing next-generation navigation and communications equipment.
Additionally, GETS has provided funding and support for Penn State Erie initiatives to encourage minority enrollment in science and engineering majors. They have sponsored leadership seminars and committed funding to the campus’ chapter of the National Society of Black Engineers. GETS has also given support to Penn State Erie’s Math Options program, which gives hands-on seminars to encourage 7th and 8th grade female students to take an active interest in the sciences. During this program, engineering faculty lead students through projects utilizing the GPS systems, which are provided by GETS.
VIII. Benefits to Industry
GETS has found an expanded access to Penn State Erie’s faculty and resources, and, through faculty guidance, has access to the best and brightest students. The company has found the collaboration to be valuable to its employees as well. GETS engineers enjoy the opportunity to teach, mentor, and coach engineering students. The engineers have found this to be an excellent way of giving back to the community and of supporting their respective fields.
According to one GETS engineering manager, "This is a great opportunity for students to apply their textbook theory to the real world. A locomotive is 200 tons of technology and engineering challenges. People don’t always recognize that today’s locomotive is a highly complex piece of equipment, with nearly two dozen computers, over a million lines of high-level software code, and several closed-loop electrical and mechanical systems.”
Another GETS design engineer commented on the potential benefits of the donated locomotive test lab that the author received for use as a teaching and research center at Penn State. He said that “This testing laboratory will assist us to model communication systems and simulate modifications, upgrades and new technology approaches. It will allow us to introduce new technology solutions for our customers more quickly and with higher quality."
In addition, GETS managers recently made the following comments regarding the collaborative learning program: "We have the opportunity to sample the ‘best of the best’ with this program, which can help us attract top engineering graduates to our company and our industry," and “The partnership with Penn State provides a great opportunity for students to interact with employees across the business while gaining hands-on knowledge about our products and services. The program helps to prepare students to lead us into the future—a pipeline of talent that GETS relies upon.”
IX. Conclusion
The collaboration with industry has provided a valuable addition to the engineering technology program at Penn State Erie. With the additional subject material, research opportunities, and internship opportunities, the students are graduating with a well-rounded education and practical experience in their field, making them more attractive to potential employers. These additions also make the degree more attractive to students considering Penn State Erie for their education.
As stated previously, other college programs have been enriched as well, with plans to expand to include other disciplines, such as business, as well as other local colleges and universities.
References
Gray, Robert and Robert S. Weissbach. Industrial Collaboration for an Interdisciplinary Elective in Applied System Design and Remote Diagnostics. Proceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition, 2001.
Bahill, A., and F. Dean, What Is Systems Engineering. 10 May 2002. Department of Systems and Industrial Engineering, U. of Arizona. 26 July 2002 <http://tucson.sie.arizona.edu/sysengr/whatis/whatis.html>.
Six Sigma Academy. What is Six Sigma? 26 July 2002 <http://www.6-sigma.com/PDF/SSAViewable.pdf>.