A Design and Implementation Model for Certificate Programs: Meeting the Needs of Industry

HOMKES, Rick & TAYLOR, Kevin

Purdue University School of Technology, Kokomo, Indiana, USA, rlhomkes@puk.indiana.edu, k.d.taylor@ieee.org, http://www.puk.indiana.edu

1 Rationale

While the term paradigm shift may have become passe’ through overuse, no one could argue with the statement that both the academy and industry are facing new challenges. Universities are under increased pressure to make educational programs more "relevant" to students, regional government, and industry. Non-traditional students, in particular, are asking that each course within a program of study be value added. They realize that, contrasted with a 1970’s college graduate, they will undergo many more career changes. With constant changes in technology, today’s students will need to continually upgrade their skill set in order to stay productively employed. This requires colleges and universities to change and become more flexible in order to meet the requirements of these student customers. Krasniewski et al stated that the student must have flexibility to:

… decide on the level of education in the course of study: The institution should offer programs that allow the students to design education paths of different duration, leading to different diplomas or certificates. The students should be able to design education paths taking into account their capabilities, financial status, and other factors affecting the course of study without being required to make difficult and restrictive choices at the very beginning of the study (or at the time they apply for admission). [1]

The local or regional government is an important stakeholder that a publicly supported university must service. If placement data show that a high percentage of a program’s graduates relocate to find employment elsewhere, questions will be asked as to why the education of these graduates is being subsidized in order to aid the economic development of another region. For our particular institution, legislators have asked why the state of Indiana is supplying the engineering needs of the state of California.

Industry is facing its own challenges. The first of these is change in technology itself. As more of what was traditionally done through analog electronics and mechanics is now better controlled through microprocessor and microcontroller systems, there is a shift in the skill sets required by the workforce. With this change also comes change in global scale with products being designed by international teams. The pace of industry design has quickened as emerging technology is built into systems and product development times are reduced. Hager et al wrote:

The corporate organization is being flattened and powers dispersed. Employees at all levels are becoming more empowered. Relationships are increasingly functional and lateral rather than institutional and hierarchical, and they may involve more employees located around the globe. In engineering, time to market is becoming the primary driving force and solutions to problems are sought in a team environment that speeds this process through concurrent engineering practices. [2]

To better meet the challenges above, universities and industries must develop a closer working relationship whereby both sides benefit without giving up on their primary mission.

2 Industry Connections

Maintaining technical currency in the present environment is difficult for those in industry and even more difficult for those relegated to the "ivory tower". One way for the academy to keep pace with industry is by using an Industrial Advisory Board (IAB). Engineering technology programs accredited by the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC of ABET) are required to have an IAB. They must meet regularly to discuss and develop courses and curricula that are up-to-date and meet industry needs.

In engineering technology programs, technical currency is important and must be assured by such means as a competent and inquisitive faculty, an active industrial advisory committee, an adequately funded budget which encourages continuing faculty development, and a modern library collection with an adequately funded program for continuous renewal. Positive procedures must be established and closely monitored to safeguard against technical obsolescence. These procedures should be described in the self-study questionnaire and demonstrated to the [TAC of ABET] evaluation team during the visit. [3]

A second way to gain currency is through faculty internships. Both authors of this paper have participated in multiple summer internships at Delco Electronics (now Delphi-Delco Electronics). Both concur with Miller who suggests using internships as a tool for curriculum development. After her summer internship at Boeing she wrote:

Since returning to MTU [Michigan Technological University] I have shared my internship experience with my departmental colleagues and the College of Engineering’s Industrial Advisory Board. I have also joined my department’s curriculum committee. … The internship has [also] made an impact on my teaching. I have shared new examples of industry in courses such as Introduction to Manufacturing, Tool Design, and Metrology and Computer Aided Inspection. For example, I’ve discussed lean manufacturing, set-up time reduction, the importance of CMM inspection cycle time, and use of tracking interferometers to qualify tools. In Tool Design I have put more real tool drawings in students’ hands. …. The internship has helped me convince students that these are worthwhile activities. [4]

A sabbatical in industry is another method that allows the faculty member access to real-life engineering. This could be in the areas of manufacturing, development, or even sponsored research. All would be valuable when the experience is brought back to the classroom. In the SOT, promotion and tenure policies are in place to encourage and reward such activities. For example, excerpts on the hiring and promotional policies for the Computer Technology Department of the SOT state that:

• Computer Technology faculty are hired on the basis of their educational and industrial experience as well as their application credentials. Faculty are not required to hold a doctorate degree; however, an earned Master’s degree plus five years of industrial experience is expected of all faculty.*
• Computer Technology faculty are promoted and tenured on the basis of: 1) instructional design and effectiveness as a teacher, 2) educational and teaching scholarship (as contrasted with creative endeavor and research), and 3) internal service to the departments teaching mission, and professional service to industry and society.* [5]

* emphasis added by authors

The SOT believes that the combination of these activities and policies will result in stronger faculty better equipped to develop technologically current courses and curricula. One type of curricula development not always embraced by the SOT was the creation of certificate programs.

3 University Policies on Certificate Programs

Certificate programs historically were one year or less and offered at a junior or community college. The coursework usually could not be transferred to a degree program, and was typically aimed at subjects such as business management or data processing. The programs were usually designed so students could take classes while continuing to work. As stated by Glendale Community College:

Certificate programs require fewer courses than degree programs and are a good choice if you seek immediate entry into the work force or on-the-job advancement. Certificate programs can lead to an Associate of Applied Science Degree, but courses do not necessarily transfer to a university.[6]

More recently, certificates have been offered as a way to specialize in a specific area. For example, the University of California Davis states that:

A certificate program is a series of courses providing in-depth study, so you can get the most up-to-date skills and information you need to excel in your chosen field. A University of California certificate says you’ve committed to a deeper understanding of your chosen industry beyond what a course or workshop provides. Some certificates prepare you for accreditation exams or meet state-mandated requirements for continuing education.[7]

The SOT at Purdue University began offering "informal certificates" in the 1970’s at the regional locations. These were in areas of Mechanical Engineering Technology, Organizational Leadership & Supervision, and Industrial Technology, but were not officially sanctioned by the university and were not acknowledged on the student’s transcript. In fact, an SOT Educational Policy Committee Report (1989) in effect stated that "Certificate programs in special areas of interest below the award of Associate degree should not be pursued." [8] Certificate completion was, however, usually recognized by the student’s employer.

In 1998, the SOT Educational Policy Committee changed its position on certificate programs. The new policy permitted the offering of certificates at regional campuses in cases where industry needs were being met. Completion of the certificate is acknowledged on the students’ transcript by the institution. Since that time, two certificate programs have been created at the Kokomo location, and the creation of a third program is under investigation. One important characteristic of the certificate programs was the use of courses already in existence. By eliminating the need for course development, the cost to the industry interested in having their employees pursuing the certificate is reduced. This also allows students to use courses applicable toward the completion of a degree program. Head count is also increased, which is important considering the current drop in some engineering and technology specialties. The two newly created certificates at the Kokomo regional site exemplify the diversity of the certificate program.

4 Microprocessor and Embedded Controller Certificate

In 1996 a need was ascertained at Delco Electronics (now Delphi-Delco Electronics or DDE) at the world headquarters in Kokomo, Indiana, USA. A Business Process Reengineering program had freed a number of electrical and mechanical engineers from their previous jobs. Simultaneously, a shortage developed in the area of mechatronic software engineers. The Human Resources and Corporate Training departments of DDE were charged with developing a solution to these two problems. Professor Homkes was hired by DDE as a summer faculty intern and teamed with a representative from these two departments. The three members of the team, working in co-operation with a steering committee of software managers, developed the Software Skill Enhancement Program (SSEP). In this program a small number of engineers would be given full-time instruction in software engineering for eighteen weeks, then reassigned to a software department. The first task of the program designers was to determine the skill set desired at the end of the program. This was completed using:

… the storyboarding approach with note cards defining the skills requested by the software managers. This approach, though chaotic at times with eight people attaching cards to the wall of the meeting room, did bring out the skills and knowledge that the managers wanted in their new software engineers. Cards were then grouped into common areas. This arranging and rearranging took some time. …[However,] after several iterations, a set of cards was on the wall grouped either by a common course or by a specific set of skills. [9]

Courses were either developed or chosen that would develop the requisite knowledge and skills. The core of the program was three courses from the SOT site in Kokomo, with three other courses delivered by three additional providers. While it was projected that the program would only run once, the need was so great and the program so successful that it had five runs and graduated over 70 software engineers. This success generated interest from other Delco employees who for various reasons could not get into the SSEP. Since the SSEP used standard courses, requests came from Delco employees who wanted to take these courses and obtain these skills on their own time. It became apparent that these interested students (most of whom already had baccalaureate degrees) were not interested in completing an entire degree in Electrical Engineering Technology (EET), but did want to be recognized for their accomplishment in a formal manner. This, along with input from the IAB, drove the formation of a Microprocessor and Embedded Controller Certificate program listed below:

Introduction to Circuit Analysis (4 credits)*

Digital Fundamentals (3 credits)*

Digital Applications (4 credits)*

C programming Real-Time Option (3 credits)

Introduction to Microcontrollers (4 credits)

Embedded Controllers (4 credits)

Elementary Composition I (3 credits)*

Calculus for Technology (3 credits)*

* Most students with EE or EET degrees will be able to transfer these courses towards the certificate.

The purpose of this certificate is to allow individuals to acquire the basic knowledge and skills for applying embedded controllers to products in their technical/engineering discipline. The targeted student holds a degree in electrical engineering (EE), electrical engineering technology (EET) or a closely related field. Formal admission to the university is required and students must receive a letter grade of C or better in each course in order to complete the certificate.

5 Industrial Maintenance Technician Certificate

The Industrial Maintenance Technician Certificate was created after numerous industrial visits showed a need for persons skilled in all aspects of factory maintenance. Working with local industries Daimler-Chrysler, P. L. Porter, Inc., Square D Corporation and AmCAST, Inc., an interdisciplinary program was developed to meet the various industry needs. Creating this diverse program was not a simple task. Interdepartmental hurdles, such as program ownership and development of specialized courses, were encountered. Specifically, one department did not want to combine elements from two courses into a single course not used in their degree program. Once developed, however, other local industries are showing an interest in having their employees participate.

Most of these program candidates were non-traditional students with only a high-school education. Because of this fact, remedial courses in mathematics and English were offered. Since there was no laboratory required for these remedial courses, they were offered in-plant, thus reducing the time commitment for the participant. The program coursework includes:

Analysis and Computational Tools in MET (3 credits)

Electricity Fundamentals (3 credits)

Electronics and Industrial Controls (3 credits)

Introduction to Control Systems (4 credits)

Elements of Industrial Maintenance (4 credits)

Fluid Power (3 credits)

Manufacturing Processes II (3 credits)

Elementary Composition I (3 credits)

Algebra and Trigonometry II (3 credits)

Individuals completing the Industrial Maintenance Technician Certificate program will be well-versed in modern factory processes activities such as print reading, programmable logic controllers (PLCs), hydraulics, power and digital electronics, machining, quality control, and automated manufacturing. The targeted audience has a high school diploma and relevant industrial experience. Like the Microprocessor and Embedded Controller Certificate program, all students must be admitted to the university and obtain a C or better in all courses in order to receive the certificate.

6 Summary

In summary, certificate programs provide benefits to all of the participants involved. Industry gains employees with new skills, while retaining these employees’ current knowledge base. This is contrasted with hiring a new graduate and the cost of inducting her or him into the company culture. A reskilled employee who has completed a certificate program is more easily acclimated to their new position and becomes productive more quickly. Most employees participating in a company sponsored certificate program are grateful for the opportunity to update their skills. Also, by demonstrating their concern for lifelong learning, the employer should have an easier task attracting new employees. Because certificate programs use university coursework, there are assessments of student progress. In addition, the accreditation requirements of the university require course and program assessment, thus ensuring quality control in course delivery. This can be contrasted with short duration corporate training workshops where there is neither "soak time" for the concepts introduced nor assessment of student learning.

Through a focused program of study, students are able to obtain relevant skills recognized by their employers. If included in a corporate sponsored program, their education may be paid for by the industry and may even be performed during scheduled work time. A certificate can be completed in less time than a degree, which may be very important to older, non-traditional students with family commitments. Upon completion of coursework, credits earned may apply to further education such as an associate or baccalaureate degree.

There are several benefits for the university. The improved relationship with industry can foster partnerships that aid in the development of technologically relevant courses and programs and aid in faculty development. In some cases, such as the Microprocessor and Embedded Controller Certificate described above, laboratory equipment can be upgraded with money or donations from the corporation. As an outreach mechanism to persons who would not typically consider a university education, certificate programs may be used to attract under-served populations. By placing students in the classroom the university increases head count and revenue. To achieve all these benefits, however, the university must have policies and procedures in place to reward faculty effort in these activities.

There is one last beneficiary. Students receiving a certificate are more likely to be employed locally, and less likely to relocate, taking their skills to another region. It is much easier to attract new industry and retain current industry in an area where their employee educational needs are met. The combination of these factors aid in the economic development of the local region.

References

[1] KRASNIEWSKI, Andrzej, TOCZYLOWSKI, Eugeniusz, and WOZNICKI, Jerzy. On providing flexibility, adaptability, efficiency, and quality in engineering education. In 1996 Annual Conference Proceedings of the American Society for Engineering Education. Washington, DC, USA: American Society for Engineering Education, 1996, file:\\proceed\01476.pdf.

[2] HAGER, Wayne, DEVON, Richard, LESENNE, Jacques et al. A French – American collaboration in engineering and technology education. In 1998 Annual Conference Proceedings of the American Society for Engineering Education. Seattle, WA, USA: American Society for Engineering Education, 1998, file:\\proceed\00235.pdf.

[3] TECHNOLOGY ACCREDITATION COMMISSION, ACCREDITATION BOARD FOR ENGINEERING AND TECHNOLOGY, INC. Criteria for accrediting engineering technology programs. Baltimore, MD, USA: Accreditation Board for Engineering and Technology, 1999, p. 5.

[4] MILLER, Michele. Industry internships as a tool for curriculum development. In 1998 Annual Conference Proceedings of the American Society for Engineering Education. Seattle, WA, USA: American Society for Engineering Education, 1998, file:\\proceed\00286.pdf

[5] Computer Technology Department Internal Document. About CPT Information Abstract [online]. 1995 [cited 1999-05-08]. www.tech.purdue.edu/cpt/information/about.html.

[6] Glendale Community College. 1997-98 Certificate/Degree Programs [online]. 1999 [cited 1999-04-21]. www.gc.maricopa.edu/kiosk/CollegeCatalog_30/97-98/index.html.

[7] University of California Davis. University Extension, UC Davis – Certificate Programs [online]. 1999 [cited 1999-04-21]. universityextension.ucdavis.edu/courses/faqscert.html.

[8] PURDUE UNIVERSITY SCHOOL OF TECHNOLOGY INTERNAL DOCUMENT. School of Technology Education Policy Committee Report, Minutes of the Council of Representatives. March 15, 1989. Document 89-13, Item 3.

[9] HOMKES, R. Discovering Mechatronics: A reskilling program for working engineers. In 1st Asia-Pacific Forum on Engineering and Technology Education Proceedings. Melbourne, Victoria, Australia: UNESCO Supported International Centre for Engineering Education, 1997, p. 131-134. ISBN 0 7326 1271 3.