Paper ID #33416
Developing Engineering Technology Programs to Address the Workforce
Skills Gaps in Robotics and Advanced Manufacturing
Dr. Mert Bal, Miami University
Mert Bal received his PhD degree in Mechanical Engineering from the Eastern Mediterranean Univer-sity, North Cyprus in 2008. He was a Post-Doctoral Fellow in the University of Western Ontario, and a Visiting Researcher at the National Research Council Canada in London, Ontario, Canada between 2008 and 2010. He was involved in various research projects in the areas of collaborative intelligence, localiza-tion and collaborative informalocaliza-tion processing in wireless sensor networks, intelligent agents, agent-based manufacturing scheduling, systems control and automation, distributed control of holonic systems and integrated manufacturing, agile manufacturing, virtual reality and remote laboratory applications in edu-cation. He has authored or co-authored various journal and conference publications in these areas. Mert Bal is currently the Chair and Associate Professor at the Miami University, Department of Engineering Technology, Ohio, United States of America.
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Developing Robotics Engineering Technology Program to Address the
Workforce Skills Gaps in Robotics and Advanced Manufacturing
Abstract
This paper presents the curriculum, courses, laboratory modules and other student-centric activities for a new Robotics Engineering Technology baccalaureate degree program which is currently being developed at Miami University. The new program consists of theory and
laboratory courses on industrial robotics, advanced manufacturing and automation systems, to be delivered in a mixed format to support workforce development in the Southwest Ohio region. In this paper, we present the curriculum, course structure and planned evaluation methods of the new RET program and discuss the challenges and opportunities that motivated us to develop the program.
1. Introduction
Recent advances in robotics and automation have revolutionized the way the manufacturing industry operates. Today, commercial and industrial robots are in widespread use performing jobs more cost effectively and in some cases with greater accuracy and reliability than humans. With rapid technological advancements, workers' skills are becoming outdated faster than ever before. The state of Ohio has a strong manufacturing base and an increasing demand for a highly-trained, skilled workforce in robotics and advanced manufacturing. Today, Ohio remains third in the nation for the size of our manufacturing workforce: nearly 685,000 employees in 2016, trailing only the much larger states of California and Texas [1],[2].
Unfortunately, there is a shortage of qualified candidates for high-tech manufacturing jobs, especially those in the designing, operating, and troubleshooting of industrial robotics and automation systems. This is mainly due to insufficient local engineering technology degree programs to meet the specific workforce demand. Economic indicators for national projected growth from 2018-2023 have forecast 224.7% increases in demand in Advanced Manufacturing and Robotics in Cyber Age (including Additive Manufacturing, Industrial Internet-of- Things, Intelligent Robotics and Automation) [3].
The target audience for the new RET program is composed of both traditional and
non-traditional students, including many working adults. We also plan to offer the program to students in other areas of the state through distance-learning. The program courses are to be offered remotely at a range of 2-year college partners of the Miami University via synchronous distance-learning delivery methods. The proposed RET bachelor’s degree program will also complement the robotics-focused 2-year associate degree programs offered at various colleges of the state.
To support the new RET program, the department has recently established an advanced manufacturing and robotics laboratory, which consists of various robot workstations from Yaskawa America (Motoman) and FANUC America Inc., simulation software, integrated floor-size CNC workstations and cloud-enabled, flexible manufacturing cell capable of robotic welding, machine vision-based inspection and automated material handling operations. The laboratory has been designed to support RET courses as well as student-centered research and development activities sponsored by the local industry.
In this paper, we mainly focus on the curriculum, laboratory modules and other student-centric activities for training on robotics and integrated manufacturing systems. We will also present and discuss the challenges and opportunities learned during the development of the new program.
2. Impact and Learning Outcomes
Education and workforce development focusing on industrial robotics and automation will transform the way that Engineering Technology courses are delivered, maximizing hands-on and experiential learning and providing students with a high-tech, industry-based skill set [4]. The RET program initiative described in this paper is uniquely positioned to engage with the regional industry by creating new educational opportunities and experiences for a broad student
demographic of Miami University. The program is designed to increase the recognition of university’s engineering technology programs through: (i) student preparedness to meet the demand of cyber age, (ii) enrollment of external students and industry professionals, (iii) by offering multiple curricular pathways featuring experiential learning, and (iv) contributing to workforce development.
to reflect on the outcomes and results of an experiment, and then requires the synthesis of a new or evolved approach.
Furthermore, the development of the RET curriculum will strengthen and improve the quality of engineering technology education for undergraduate students by creating innovative learning materials and teaching strategies and implementing advanced, industry-approved hands-on expertise greatly valued by employers. Graduates of the ENT major with the RET concentration are going to be engineers with the Bachelor’s of Science in Applied Science Degree in
Engineering Technology, and will be prepared to fill industrial positions in areas directly related to robotics, industrial automation, application programming, product design, process control, testing, automation software development, manufacturing, sales, and service. The RET program is for students who seek to contribute at the intersection between manufacturing, electrical and computing, mechanical areas in primarily industrial environments. Graduates will be prepared to use their skills to program, assemble, troubleshoot, coordinate, or design robots for use in
industry. Second, professional development of faculty members will be advanced through extensive training and industrial certification in the field of robotics and automation. Training and certification will be provided by the industrial partners. This partnership will create an important link between academia and industry to fill the workforce gaps in the local industry as mentioned in the introduction section above.
3. RET Curriculum and Coursework
The proposed RET program, designed to be ABET accredited, will focus on design, development and analysis of robotics with an emphasis on industrial robot systems and integrated
manufacturing. This interdisciplinary BS of Applied Science degree program combines the fields of computer science, computer engineering, mechanical engineering and electrical engineering technology. The proposed program will require 124 credits of undergraduate work including a one-year-long senior design project capstone requirement. The program consists of lab-intensive applied courses, which will be delivered in the robotics labs. Three new courses will be
Table 1: Curricular Summary of the RET baccalaureate degree Program.The program requires students to have an associate degree in engineering technology.
Foundation and General Education Requirements (Transferrable from Associate Degree)
Composition & Rhetoric, Workplace Writing or Technical Writing, Intro. to Public Expression and Critical Inquiry, Micro or Macroeconomics, Calculus I & II, Physics I & II, Chemistry with lab, General Ed
electives (Fine Arts, Biological Science, Intercultural and Global Perspectives)
Technical Bridge Courses (Transferrable from Associate Degree)
Introduction to Computer Concepts and Programming, Computer Aided Drafting, Circuit Analysis I, Circuit Analysis II, Electronics, Mechanics I: Statics, Mechanics II: Strength of Materials, Digital Systems,
Calculus II, Differential Equations for Engineers, Applied Statistics / Statistics
Robotics Engineering Technology (RET) Concentration Program Course Requirements (BS Degree Requirements)
Programmable Logic Controllers (3 Credits) Dynamics (3 Credits)
Process Control Interface Design (3 Credits) Introduction to Robotics Systems (3 Credits)
Project Management (3 Credits) Computerized Instrumentation (3 Credits) Modern Manufacturing Systems (3 Credits)
Industrial Robotics Lab (3 Credits)
Integrated Robotics Systems Engineering (3 Credits) Electromechanical Control Systems (3 Credits) Senior Design Capstone Project Part I (2 Credits) Senior Design Capstone Project Part II (2 Credits)
The following presents the outline and objectives of the three new courses that were developed specific for the new RET program.
a. Introduction to Robotics Systems
understanding and key skills on basic robotics systems, motion types and control
algorithms which would help them build design and troubleshooting skills which the RET program intends. The planned student learning outcomes of the Introduction to Robotics Systems course are as follows:
Upon completion of this course:
i. Students will be able to identify the robot components, robot characteristics, robot languages, and robotic applications;
ii. Students will be able to use model robotics system using forward and inverse kinematics;
iii. Students will develop frame representations, transformations, position and orientation analysis;
iv. Students will be able to analyze robot dynamics and forces;
v. Students will be able to identify methods for path and trajectory planning, both in joint-space and in Cartesian-space.
b. Industrial Robotics Lab
Industrial Robotics Lab course covers the fundamental and advanced topics on common industrial robotics systems. Provides detailed definitions and classifications of industrial robot systems. Discusses grippers and other end-of-arm tooling for robots. robot teach/pro Programming, program languages, robot arm, robot controller, workstation and safety systems. There is a significant lab-based component in which teams of students compete in several main industrial robotics areas to optimize mission performance under real world time constraints.
This course will focus on teaching the students basics of industrial robots including robot structures, applications, robot geometry and configurations. The course consists of intensive lab experiences that aims at teaching the key skills such as robot manipulation, manual and automatic control, teach-pendant programming, offline programming via simulations, types of end effectors, economic analysis of robotics systems, robot system justification, robot safety and safety systems, and industrial applications of robots such as: material handling and machining applications as well as arc welding applications. These are the basic skills
expected from robotics engineers when they get to the industry. Having training on industrial robots will make our students more competitive in finding internship and employment opportunities. The hands-on
The remaining part will be used to provide extensive hands-on experience working in the lab. The course will culminate in a practical exam in which the participants will have to
demonstrate an understanding of theoretical background as well as the ability to program the robot for a task given by the instructor. Upon successful completion of the course, the participants will receive the FANUC robotics certificate issued by the FANUC certified faculty of the program in the university. Due to the nature of the course, it will be offered on demand and may be conducted during winter and spring breaks or anytime in the summer. This flexibility will help to attract students not only from the university, but also participants from industry and students from other institutions.
The student learning outcomes of theIndustrial Robotics Labcourse are as follows: Upon completion of the course:
i. Students will be able to identify types and configurations of common industrial robot systems used in real industrial applications;
ii. Students will be able to compare several types of robotic safety systems; iii. Students will be able to identify the best platforms for typical industrial robotic
tasks;
iv. Students will gain an ability to develop robot programs for multiple industrial robot platforms;
v. Students will gain an ability to develop robot programs for multiple industrial robot platforms.
c. Integrated Robotics Systems Engineering
This course combines the components of Fundamentals of Robotics into the design, testing and deployment of fully working interdisciplinary robotic systems. This course discusses the history and development of industrial collaborative robots, programming and integration of robotic work cells and other computers, and robot-integrated systems used in industrial applications. The course explores the interrelations of automation and robotics equipment via communication and networking. The course discusses intelligent control algorithms, sensors and vision systems and their value in expanding the potential application for robots. The course also covers topics related to computer integrated manufacturing, flexible
manufacturing, automated material handling, smart warehousing. Weekly laboratory modules are given for design, integration and programming of integrated robotics cells. The following presents the planned student learning outcomes for theIntegrated Robotics Systems
Upon completion of the course:
i. Students will be able to identify Robot operating systems, and robot intelligence at the systems level;
ii. Students will gain an ability to design systems-level programs/tasks that would control robot work cells involving multiple robots in carrying out real industrial tasks;
iii. Students will design and build intelligent assembly and arc welding systems for autonomous processing of products;
iv. Students will be able to identify and analyze computer integrated manufacturing systems, flexible manufacturing and robotic materials handling.
Industrial automation applications using robotics equipment are typically consistent with integration of multiple robotics devices. These devices often work in collaboration in order to complete the assigned tasks. Designing and operating collaborative systems with multiple robotics and automation systems require programming and integration skills which usually go a level above the fundamental robotics design and control. This course aims to teach skills that students will need for integrating multiple robotics systems to work collaboratively for solving the industrial tasks. Robot integration is a key field in industrial applications, and it requires an understanding of how robot intelligence works on a global or systematic level. This course aims to deliver systematic skills to the students.Integrated Robotics Systems Engineeringwill be a core requirement of the RET program, this course will constitute both lecture and lab sessions. Lecture portions will cover theory and applications of robot
intelligence, networking and collaborative robots. The lab portions will focus on networking and programming assignments focusing on integrating multiple robotics devices to perform simultaneous tasks.
4. Program Delivery Methods
The Department of Engineering technology at the Miami University offers ETAC/ABET accredited baccalaureate degree programs in engineering technology programs with
distance-learning component that connects with ten partner community college campuses within a 300-mile radius of the main campus. Students from a location in proximity to one of the partner community colleges can take the program courses from the main campus remotely via
synchronous Interactive Video (IVDL) or Web Conferencing (Webex). One of the most challenging aspects of this program is the student laboratory experiences. Laboratory
experiments for the program courses are as portable, mobile lab instruments which are either purchased by the students or provided by the university for performing the laboratory
experiments remotely [5].
Technology programs of the department. The RET program courses will be delivered through a combination of two delivery modes simultaneously: on-campus face-to-face and synchronous distance-learning via video/web conferencing. Several students attend the program classes in the classrooms at the Miami University’s local campuses with the instructor in the room. These students also carry out laboratory exercises in the physical classrooms in presence of the course instructor. Several students of the program attend the classes remotely through web and IVDL. The students who attend the classes remotely, will be required to utilize the classroom and laboratory spaces provided to them at the program’s partner community colleges. The students will attend the classes on the scheduled days and times via the web conferencing, and they will be required to synchronously interact with the course instructor and other students via live video streaming. Distance-learning students log in to the Webex system to start interacting with the course. These students carry out the lab activities at their remote community college locations synchronously with instructor’s presence and supervision on Webex and IVDL platforms. The laboratory materials and equipment are to be pre-shipped or made available to the
distance-learning students at their college campuses for them to do the lab activities. Most
program courses will be offered in the evening hours of the weekdays and they consist of about 2 hours of lecture and 2 hours lab sessions.
The RET program will utilize software and teach pendant simulators by Motoman (MotoSim) and FANUC (ROBOGUIDE). MotoSim and RoboGuide are offline programming products for Yaskawa and FANUC robotics systems respectively. The software allows users to create, program and simulate a robotic work cell in 3D. Offline programming uses virtual robots and work cell models, enabling visualization of single and multi-robot work cell layouts. Educators and students use the same tools that application engineers use to import CAD models, create work cells complete with machines, part transfer devices and obstacles, and teach paths to simulate the operation and performance of a robot work cell. Reach verification, collision detection, accurate cycle time, robot trajectory and other system operations are provided in the graphical virtual environment of the software simulators. Robot program Upload
Download/Round Trip.
The software simulation stations are supported with physical teach pendant units. A standard FANUC or Motoman teach pendant can be used to control the respective software platform. This option also allows more students to become familiar with the teach pendants hands-on
Figure 1: ROBOGUIDE Software Simulator Interface with FANUC teach pendant unit (Source:
IST Integrated Systems technologies
-https://www.istus.com/products/fanuc-teach-pendant-and-pc-conversion-cable)
The teach pendant unit is wired to the computer running the robot simulation software in the fashion shown in Figure 1. This simulator software and the physical teach pendants will be lent to distance learning students taking the RET program classes remotely. The simulators are expected to be returned to the university upon completion of the courses where the equipment was used. Distance learning students will also be required to travel to Miami University campus on scheduled dates to complete the hands-on assignments required for the program courses using the physical laboratory equipment at the university campuses.
5. Program Assessment
In order to measure the effectiveness of the presented RET program, and the proposed delivery methods in distance learning, an assessment plan has been created. The assessment plan combines use of multiple basic instruments including student laboratory reports, test scores and questionnaire surveys regarding the labs completed using the laboratory exercises. The laboratory reports are submitted by each student individually by the week following the completion of the robot programming lab projects. The assessment also involves the average scores for this test. Both the lab reports and tests are graded over 100 points. These grades will then be converted to 0-4.0 scale for comparison purposes.
● Student feedback through end-of-semester student evaluations and other targeted student surveys on using the equipment asking students to rank different aspects of the course and labs;
● Employer feedback through internship, co-op, and full-time employees on students’ preparedness and economic impact to their companies;
● Integrate the evaluation to ABET assessment i.e. measure of student performance in the program courses and evaluate the assessment results for the educational objectives of the program;
● Number of students who have been trained through the courses;
● The number of trained students who are hired by the local industry on their graduation; ● Follow up surveys with graduates to find out the impact of the equipment to their career.
The success may be measured by the improvement of the above-mentioned over a tracked period of time (i.e., 3-5 years) as well as interviews with former students (e.g., 3 years after graduation) and people in local industry.
For determining the effectiveness of the proposed distance-learning methods, we will consider analyzing the performance of the RET program students in two groups: 1) Local Students (attending on-campus), 2) Distance Learning Students (attending via IVDL/Webex). All the course lectures, assignments, tests and laboratories will be delivered equally to both student groups. The only difference between the two groups is that the local students are traditional on-campus students who are physically present on the main campus of the university. Local students can perform the lab using the physical equipment present in the lab. The distance students will not reside on the main campus. They will be performing the robot programming lab experiment using simulator platforms provided and by traveling to the main campus for the hands-on experiences. All the students must use the physical equipment available in the university for the RET program to meet its objectives.
6. Conclusion
The development of a new RET program will promote robotics education and create a significant impact on education in Miami University. The RET program presented in this paper will attract students to Miami University’s engineering technology programs and supply engineers to the region in high demand areas. It will also create a new and diverse educational avenue at Miami University Regionals to enhance the level of technical preparedness of the workforce to industry needs in robotics engineering and technology.
RET will be an interdisciplinary concentration that would combine coursework from the ENT department’s existing concentrations such as Mechanical Engineering Technology (MET), Electro-Mechanical Engineering Technology and Electrical and Computer Engineering Technology (ECET).
professional development of involved faculty members will be advanced through extensive training and industrial certification in the field of robotics and automation provided by FANUC and Yaskawa America. The proposed robotics courses will advance undergraduate research at Miami University, fostering enhanced robotics-related senior design projects and allowing students to participate in national and international robotics competitions.
The proposed RET program has been approved and funded both by Miami University’s internal funds as well as external grants provided by the State of Ohio for workforce development. The program will officially kick off in the Fall of 2021 semester. We are currently developing marketing and a recruitment plan involving the local businesses, industry and local community colleges through partnerships. Miami University administration is currently developing a new facility to host the engineering technology department and the new RET program in a technology hub. This includes renovation of an existing facility for the engineering programs. Once the development is complete, the RET program will have two fully functioning robotics training classrooms (FANUC and Motoman) and a robotics laboratory that involves already existing integrated Motoman welding and assembly cell, an automated materials handling station and two FANUC Robot-assisted RoboDrill machining stations. We will publish more details regarding the development of the new facility along with the results of implementation of the new RET program in the future.
References
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