An Enginering Technology Career Pathway

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Session ETD 335. Proceedings of the 2013 Conference for Industry and Education Collaboration. Copyright © 2013, American Society for Engineering ...
Session ETD 335

Made for Indiana – Engineering Technology Success across the State – Lessons Learned Christy Bozic, Duane D. Dunlap Purdue University, West Lafayette Introduction Today’s higher educational institutions of learning have to be nimble and responsive to the fast paced needs of employers who seek their graduates if we are going to have viable programs. Advanced manufacturing employment, operations and processes contribute significantly to Indiana’s economic engine. Manufacturing is at the heart of our vital state and global economy. Manufacturers in Indiana account for over one-quarter of the total output in the state, employing 16 percent of the workforce, and manufacturing workforce compensation was nearly 70 percent higher than other nonfarm employers across the state. From automotive assembly to food production, industry has expressed their desire for a highly technical workforce with a multidisciplinary education. Through a collaborative effort with numerous manufacturing industries represented around the state, the College of Technology at Purdue University created a Bachelor of Science degree in Engineering Technology to meet these needs of the diverse manufacturing companies located within Indiana. Over 40 years ago, Purdue University furthered its engagement and economic development mission by creating the College of Technology Statewide system. According to Bardo and Evans, “The underlining values of engagement is a philosophy of education that links theory and practice, including equity, integrity, balance and multi-discipline approaches to learning, which will help produce graduates that are valued by their communities, regions and states” 1. Since the late 1960’s, Purdue’s College of Technology Statewide network has been serving the needs of students, industry, and economic development through the education of undergraduate students throughout Indiana. The Bachelor of Science in Engineering Technology’s curriculum was developed to meet the needs of industry by preparing graduates with a foundation in applied engineering disciplines. The entire degree program is 120 credit hours of which 18 credit hours consist of technical selectives, allowing a student to select an Area of Concentration (AoC) to build upon the foundation of the B.S. Engineering Technology degree program. By design, this curriculum has flexibility to meet the current and future workforce needs of the industries we serve. These AoC’s can and are to be customized to reflect the economic development initiatives of the region. Based on industry advisory board input we have developed curriculum concentrations in Nanotechnology, Advanced Energy, Food Technology, and Medical Technology. Each of these AoC’s fill a niche within the regions we serve by providing companies with technologists who can immediately contribute since the program stresses current industrial practices and design procedures. It also provides our students with the competencies that are in high demand by local Proceedings of the 2013 Conference for Industry and Education Collaboration Copyright © 2013, American Society for Engineering Education

Session ETD 335 employers. The program has a 2+2 articulation with Ivy Tech Community College across the entire State of Indiana. Importance of Manufacturing in Indiana The 2012 Indiana report for manufacturing and logistics predicts a positive outlook for the manufacturing industry stating, “…Indiana had roughly one of every seven new jobs created nationwide.” 2. While the economic outlook for manufacturing in the state is positive, this same report rates workforce readiness much lower due to a national decline in technical degrees awarded per capita. In the past decade, Indiana as well as our nation has seen one of the greatest economic downfalls; the shift of out-sourcing, moving manufacturing off-shore, and the largest recession in our lifetime. Manufacturing is indispensable to national security and the economic welfare of an industrialized nation. Competitiveness and sustainability of the manufacturing sector are essential to ensure job growth and economic prosperity in the State of Indiana. We are confident that many of the greatest resources within Indiana have not yet been even close to fully engaged in collaborative efforts that can bring even greater advanced manufacturing vigor, preeminence and higher paying jobs to our state. The measure of economic growth in terms of jobs and manufacturing should not be how well we have made it through hard economic times, but rather how we, together, will use the current economic climate to our advantage to move Indiana forward for generations to come. We have a once in a generation opportunity for the State of Indiana and two key academic institutions, Purdue University and Ivy Tech, to partner in providing a national, scalable resource that will serve as a differentiator in attracting, retaining, and growing high-value manufacturing industries in the state, across the Midwest, and nation. Indiana’s economy depends heavily on its manufacturing sector. In 2011, Indiana’s manufacturing output of $74.23 billion accounted for nearly 25% of its GDP. The manufacturing sector accounts for 98% of Indiana’s exports. Nearly 446,300 people of the Indiana workforce are employed in the manufacturing sector. The health of the manufacturing sector has significant economic impact on a large spectrum of the state’s population, either through direct employment, generation of tax revenues, or growth of ancillary businesses that support manufacturing activities. Indiana has historically ranked at or near the top in highdemand areas of manufacturing. More importantly, Indiana’s manufacturing employment has risen 4.6% since the end of recession, while the national manufacturing employment has decreased by 2%. 3 According to 2010 U.S. data, Indiana ranked 6th in total manufacturing output, as well as being highly ranked in the following national categories: primary metal manufacturing (#1), motor vehicle manufacturing (#2), miscellaneous manufacturing including medical equipment and instruments (#3), chemical manufacturing (#4), and wood furniture manufacturing (#5). From automotive assembly to food production, industry has expressed their desire for a highly technical workforce with a multi-disciplinary education. Through a collaborative effort with numerous manufacturing industries represented around the state, the College of Technology at Purdue University created a Bachelor of Science degree in Engineering Technology to meet these needs of the diverse manufacturing companies located with Indiana. Proceedings of the 2013 Conference for Industry and Education Collaboration Copyright © 2013, American Society for Engineering Education

Session ETD 335 Multiple Entry Points for Student Admission Students have multiple entry points into the program. One entry point into the degree program is acceptance from high school into the Bachelor of Science in Engineering Technology (B.S.E.T.) degree program. Students also have the option to earn their associates degree in Engineering Technology (A.S.E.T.) through the community college system, and then transfer those credits to the Purdue B.S.E.T. program. Since the B.S.E.T. offers interdisciplinary technical selective options, students could also transfer from other College of Technology academic programs. 1) High school to B.S.E.T.: Students who meet the Purdue University admissions requirements can enroll directly in the B.S.E.T. program at one of the four Statewide Technology locations. The B.S.E.T. curriculum is included in the Indiana Department of Education Career Pathway program for careers in engineering and technology. 2) Associate degree to bachelor degree in E.T.: The coursework contained in the first two years of the plan of study directly articulate between Purdue and Ivy Tech community college, giving students the opportunity to begin their degree within the community college system. Upon successful completion of the associate degree, students who meet the Purdue University admissions requirements can then transfer the 60 articulated course credits toward their bachelor degree. 3) Within college transfers: By design, the B.S.E.T.’s breadth of curricula allows a student to transfer into the program without significant negative impact to their respective plans of study. Since students can select their AoC from courses offered by five different academic departments, many transferred credits will fill technical selectives or free electives allowing for change of degree options with minimal loss to credits earned. Figure 1: Points of Entry

Collaborative role of five different academic departments Since the degree provides a foundational, systems based approach to applied engineering, major classes consist of coursework from five different College of Technology disciplines: mechanical Proceedings of the 2013 Conference for Industry and Education Collaboration Copyright © 2013, American Society for Engineering Education

Session ETD 335 engineering technology, electrical engineering technology, industrial technology, computer and information technology, computer graphics technology, and organizational leadership. Representatives from the curriculum departments of each discipline provided input on the foundational courses that would be most beneficial to the industries E.T. graduates serve. The engineering technology curriculum committee also contained faculty representatives from each of the participating departments to provide relevant curricular input based on their respective disciplines. Areas of Concentration The flexibility in the curriculum allows for students to select an Area of Concentration (AoC). These AoC’s have been customized to reflect the economic development initiatives of the respective regions each campus serves. Current approved AoC’s include; advanced energy, food technology, and nanotechnology. These represent three targeted economic growth areas for the State of Indiana2. These AoC’s detail the specific courses required for technical selectives, sciences, and free electives. As an example, the plan of study for the advanced energy concentration will require chemistry as the lab-based science selective, while food technology specifies biology to support the concentration. These industry specific concentrations meet local workforce needs with applied engineers/technologists who can immediately contribute to their employers with a more focused plan of study, while still providing the student with an interdisciplinary, systems-based curriculum in engineering technology. As needs to a community or region we serve change, so will the AoC’s that will be developed and offered. Role of Industry Collaboration and Partnerships Indiana business and industry played a vital role during the development and implementation of the B.S.E.T. program. Executive level representatives from Indiana’s key economic growth industries4 were invited to regional industrial roundtables to provide input regarding curriculum, competencies, and partnerships. By collaborating with industry at the program development stage, the degree program is viable and relevant to industry needs in the region where the degree is offered. According to the Indiana Economic Development Corporation and the Indiana Department of Workforce Development, coordination between government, industry, and higher education in development of educational missions, structures, and curricula will improve opportunities for higher-wage employment4. During the development phase of the program, we conducted industry roundtables, plant visits, and advisory board meetings at a regional level. We chose to engage industry from a regional perspective since local economic and workforce needs differ slightly throughout the state. Although each region we serve relies on manufacturing as a key employment growth area, the products these regions manufacture may differ. For example, in the northern regions of the state, medical devices, automotive, and transportation are key industries and have specific competencies needed from our students, while the central section of the state has a heavier concentration of food manufacturing5 which may require different competencies. With the interdisciplinary and systems approach to engineering technology education, we can meet each region’s needs with selective and concentration flexibility.

Proceedings of the 2013 Conference for Industry and Education Collaboration Copyright © 2013, American Society for Engineering Education

Session ETD 335 Overarching process for engaging industry At the curriculum development stage, we engaged local and state government along with regional business and industry. We convened three regional industrial roundtables consisting of key stakeholders from Purdue University, Ivy Tech community college, local economic development officials, and executive level leaders from design and manufacturing industries. At these roundtables, we charged the participants to offer input in three areas: 1) graduate competencies, 2) general curriculum and how it meets the needs of their respective organizations, and 3) industry specific and region specific workforce needs. We compiled this input and presented it to the faculty to perform a gap analysis. Faculty found the core plan of study met the applied engineering technology competency requirements for general manufacturing industry. Based on this collaborative academic, governmental, and industry feedback, we found the real opportunity to serve our partners was in the area of regional and industry specific competencies. This detailed input from industry is what drove the development of the AoC’s. These concentrations give our graduates the industry specific education they need to apply their knowledge and skills toward meaningful contributions to their employers. Since the curriculum has flexibility in the technology electives, local economic development officers also use the B.S.E.T. program as a recruiting tool to new manufacturing prospects considering their cities for new site investment. Industry often bases decisions on where to locate new plants and manufacturing based on the availability of skilled engineering and workforce talent6. Additional research has shown that industry will invest in regions with a university presence because of their contributions to the region in the area of innovation, research, and education creating a “knowledge economy” 6. The B.S.E.T. allows industry to customize plans of study to meet the educational needs for technologists to further innovate products and processes within their organizations. Including a local, interdisciplinary, and potentially industry-specific engineering technology degree to economic development portfolio provides another tool officials can use for business attraction. Degree Program Execution and Delivery On December 11, 2009, the Indiana Commission for Higher Education approved the B.S. degree in Engineering Technology, which is initially intended to reach out to almost 30% of the Indiana population, in some of the most economically challenged areas of our State. This degree program is focused on access and success for students to build pathways facilitating the transfer of students from three academic programs at nine Ivy Tech locations across the State into the B.S. in Engineering Technology in the College of Technology at four Purdue College of Technology Statewide (SWT) locations (Anderson, Kokomo, Richmond, and South Bend). The intent of the degree program is to enable Ivy Tech students to study one of three different technology associate degree programs (Advanced Manufacturing, Design Technology, or Industrial Technology) at their campus and Proceedings of the 2013 Conference for Industry and Education Collaboration Copyright © 2013, American Society for Engineering Education

Session ETD 335 articulate into the B.S. in Engineering Technology degree program at one of the SWT locations. The State map graphic above shows the 26 counties in Indiana covered by the four Statewide Technology locations at which this degree program was initially offered, which began in August 2010. These areas were selected for a variety of reasons. First, these are areas where there are both Ivy Tech and SWT locations. Second, these regional counties represent 25% of the geographic area of the State and approximately 28% of the State population. These counties are among some of the hardest-hit unemployment areas in the State; currently, 16 of the 26 identified counties reside on a national listing by the Department of Labor of the heaviest-hit economic downturn counties in the nation. Third, faculty and administrators at Ivy Tech and the Purdue College of Technology are committed to building a pathway where students can start pursuing a broad technical degree that will articulate and allow each of the four SWT locations at which it will be initially offered to create degree program concentrations unique to the communities and regions that SWT serves. For example, the B.S.E.T. at Kokomo might have a concentration in Alternative Energy; and the B.S.E.T. at South Bend might have a concentration in Nanotechnology. What makes this new bachelor’s degree program unique to the State of Indiana is that it will allow Purdue to be more nimble and responsive to the higher technical education needs of the communities and regions we serve. This degree program solution is intended to be scalable in other regions of Indiana, such as Columbus, New Albany, and Vincennes. It is important to recognize that each one of the four Statewide Technology locations initially offering the B.S.E.T. degree will have a distinctive degree program concentration based on current and projected economic or employer needs. The assessment for offering particular concentrations is based on state and regional industrial advisory boards, including Indiana Department Workforce Development (IDWD) reports. Students who take courses in one region from Purdue will be afforded the opportunity to take B.S.E.T courses or concentrations from another location. This Purdue higher education pathway will allow both traditional and non-traditional students across the State, including veterans, to remain in their community to seek higher education. It is important to note that 82% of Statewide Technology graduates remain in the community where they received their Purdue degree. The State will also benefit by gaining a more competent workforce with the ability to advance Indiana industries. Impacts and Success Since the engineering technology program began enrolling students in 2010, we have increased enrollment by 47% in year one and 25% in year two. Table 1 below depicts current enrollment trends at the current Statewide Technology locations offering the degree. Although the majority of our students followed the high school to B.S.E.T. pathway, we are seeing increased enrollment from the community college system. The success of this program has grown such that we are in the final stages of working to get this degree program offered at four other Proceedings of the 2013 Conference for Industry and Education Collaboration Copyright © 2013, American Society for Engineering Education

Session ETD 335 Statewide Technology locations across Indiana. The A.S. in Engineering Technology offered at Ivy Tech is the fastest growing technical program in the Community College system and is currently offered in all the regions with the exception of two. We are excited because many of these students will want to pursue the Bachelor Degree in Engineering Technology with Purdue University which leads to long-term sustainability & success in serving the needs of business and industry across the State of Indiana. Table 1: Engineering Technology Enrollment Location Enrollment Fall 2010 Fall 2011 Anderson 9 14 Kokomo 6 19 Richmond 13 11 South Bend 16 21 Total 44 65

Graduates to Date Fall 2012 19 18 18 26 81


Proceedings of the 2013 Conference for Industry and Education Collaboration Copyright © 2013, American Society for Engineering Education

Session ETD 335 References 1. Bardo, J. W., & Evans, P. (2006). Toward a Policy Framework for Higher Education in the Knowledge Economy. Insitute for the Economy and the Future. Cullowhee: Western Carolina University. 2. Center for Business and Economic Research, 2012 Manufacturing and Logistics: Indiana Report, 2012, Ball State University: Muncie, IN. 3. U.S. Bureau of Economic Analysis. (2012). Regional Data: GDP & Personal Income Gross Domestic Product by State (millions of current dollars). Retrieved from 4. Indiana Economic Development Corporation, Accelerating Growth, Indiana's Strategic Economic Development Plan, 2006. 5. Rogers, C.O., Gotta Eat: Indiana Food Processing. InContext, 2012. 13(4). 6. Shaw, J.K. and J. Allison, The intersection of the learning region and local and regional economic development: analysing the role of higher education. Regional Studies, 1999. 33(9): p. 896-902.

CHRISTY BOZIC, Christy Bozic is a director at the Purdue University College of Technology’s Statewide campus in Lafayette. She is also pursuing a PhD in Curriculum and Instruction at Purdue University, West Lafayette. Her research interests include innovation, industry and education collaboration, economic development, and university engagement. She received her B.S. in Industrial Technology and Industrial Distribution from Purdue University and an M.B.A. in Marketing from Butler University, Indianapolis. DUANE DUNLAP, is Interim Senior Associate Dean for Planning and Engagement for the College of Technology and Provost Fellow for the Office of Vice President of Research at Purdue University in West Lafayette, Indiana. In his role as Senior Associate Dean, Dr. Dunlap oversees planned and new facility development and coordinates industrial engagement working with all College of Technology faculty and students in linking academic and applied research activities to Indiana business and industry across the state, nation, and world. As a Provost Fellow in OVPR, Dr. Dunlap is working with colleagues in the Industrial Research, Discovery Park, and Corporate and Foundation offices to review, recommend, and help create best practices for Industry-University collaboration across all academic colleges including Discovery Park for long term sustainability as well as developing key strategies for corporate consortia relationships with our research centers. Dr. Dunlap also serves on both the Indiana Automotive and Aerospace/Defense Conexus Industry Counsels which identifies industry-specific issues recommending solutions of creating job growth and increasing state and local revenue. He has served as PI and Co-PI on previous and current DARPA and NSF projects related to new technology and curriculum development. He holds degrees from The Ohio State University (Baccalaureate), Louisiana State University (Master’s), and Virginia Tech (Doctorate).

Proceedings of the 2013 Conference for Industry and Education Collaboration Copyright © 2013, American Society for Engineering Education