Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change Prof. R.D.(Bob) Lorenz, Ph.D., P.E., F.IEEE, Co-Director Wisconsin

Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change

Prof. R.D.(Bob) Lorenz, Ph.D., P.E., F.IEEE, Co-Director

Wisconsin Electric Machines & Power Electronics Consortium (WEMPEC)University of Wisconsin-Madison

President, IEEE Industry Applications Society

Control and Sensor Integration Leader Center for Power Electronic Systems (CPES)

SEW Eurodrive Guest Professor

Institute for Power Electronics and Electrical Drives Technical University of Rhein Westfalen-Aachen

WEMPECU N I V E R S I T Y O F

WISCONSINM A D I S O N

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Premise: "Distance learning, if properly formed, can have a strategic capability to enable dynamic change and bond industry with academia in a highly synergistic relationship." Key ingredients: high quality research, relevance to industry

Basis: Ten years experience in the University of Wisconsin-Madison graduate research industrial consortium, WEMPEC. Strategic element in WEMPEC WEMPEC now celebrating 20 years

Now evolving in CPES (in 3rd year)



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Basic need for distance learning Half-life of engineers Career-long needs Graduate level degrees Advanced, state-of-the-art knowledge

Connecting creation of knowledge with potential users “Ticklers” In-depth exposure needs Partnership program design




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Partnership - University needs “Market research for research” relevant to industry Funding for basic and fundamental engineering research Funding for new engineering pedagogy

Partnership - Industry needs New research results relevant to industry In-depth training in rapidly advancing new technologies

Not generally well developed

Key technology leaders



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University/Industry partnerships Research consortium (WEMPEC)

Collective funding of research program with multiple faculty team Liaison: Engineers in industry directly with the faculty members

Engineers in industry are champions A bi-directional visionary and feedback role

University/Government/Industry partnerships Engineering research centers (CPES)

Government leverages industrial funding of research program with multiple faculty Liaison: Engineers in industry with faculty members and with government

A multi-directional visionary and feedback role



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A synergistic evolution - WEMPEC as an example WEMPEC founded 1980

Collective industrial funding of basic, pre-competitive research

Annual WEMPEC faculty visits to sponsors Seminars and “market research for research”

Market exits for teaching research material

WEMPEC courses on advancing technology Short courses alone are not adequate support for technology transfer Advanced continuing education needed

Late 80’s, distance learning graduate courses took off

Telecommunications and media opportunities



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Distance learning graduate education: Market segments Degree seeking

Young engineers still refining their specialty Mature engineers changing career paths

Non-Degree seeking Mature engineers adapting to continuous change

Distance learning graduate education: Expectations Degree seeking

Institution and instructor reputation

Non-Degree seeking Technical content and efficient pedagogy



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Identifying potential distance learning products Consistent with “new” knowledge need as identified Dynamically changing content Research connection

Degree level courses (USA -based, EE examples) B.S., the Bachelor of Science in Electrical Engineering

Standardized B.S., with slow but uniform changes in course programs

M.S., the Masters of Science in Electrical Engineering Research and non-research (project) M.S. with specialized course programs

Ph.D., the Doctor of Philosophy in Electrical Engineering Research Ph.D. with state-of-the-art, required Ph.D. formal course programs



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Identifying potential distance learning products Ph.D. level, formal, state-of-the-art courses (full 15 week)

Efficient mechanism for uniformly preparing a “team” for research

Uniform basis for communication Uniform vision of approaches and challenges

State-of-the-art focus and depth is faculty skill level dependent

Research must be translated into good teaching Dynamic content is based on research directions Course work is used to develop in-depth knowledge

M.S. level specialization courses Prerequisite knowledge preparation for Ph.D. level courses



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Constraints for Engineers in Industry Timing of access

Flexible, “small bites”, asynchronous

Asynchronous is key element Feedback communication

Response time expectations

Strategic role of instant replay Portability

Access/use anywhere

Cost of access & usage No expensive access charges

Portable media is better than the internet



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WEMPEC Experience: Course

offerings



Course No. Title Credits SemesterB.S. LevelECE 355 Electromechanical Energy Conversion 3 cr. eachECE 377 Modern Elect. & Electro- Mech Power Conversion 3 cr. each

M.S. LevelECE 411 Introduction to Electric Drive Systems 3 cr. fallECE 412 Power Electronic Circuits 3 cr. springECE 427 Electric Power Systems 3 cr. fallECE 504 Electric Machine & Drive System Laboratory 2-3 cr. spring & odd year intersessionECE 511 Theory and Control of Synchronous Machines 3 cr. springECE 602 Special Topics Power Electronic Systems 3 cr. springME 439 Introduction to Robotics 3 cr. springME 446 Automatic Controls 3 cr. fallME 447 Computer Control of Machines and Processes 3 cr. springME/ECE 577 Advanced Automatic Controls Laboratory 4 cr. spring & even year intersession

Ph.D. LevelECE 711 Dynamics and Control of AC Drives 3 cr. springECE 712 Solid State Power Conversion 3 cr. fallECE 713 Electromagnetic Design of AC Machines 3 cr. every other even yearME/ECE 739 Advanced Automation and Robotics 3 cr. springME 746 Dynamics of Controlled Systems 3 cr. fallME 747 Adv Computer Control of Machines and Processes 3 cr. spring

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WEMPEC Experience: Course offerings Lecture courses

Full 15 week long, 3 lecture hr/week Ph.D. (M.S.) courses Projects: extensive design projects Final exam: usually a comprehensive final project Grading by normal A B C scales

Lab courses (2) Intensive 3 week (15 days) on-campus covering normal 15 weeks Prelab lectures for preparatory material

Based on practical use of lecture course material



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WEMPEC Experience: Course setting Video studio live classroom

2 or 3 cameras, overhead camera, computer screen active mixing by director

Excellent focus on key points with zoomed images

Live class of graduate students 5/95 rule applies full student/faculty interaction is captured

Active recognition of questions and participants

Lively presentations Limited class size (20 max) and intimate theatre promote communication



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WEMPEC Experience: Course Delivery Video tape currently DVD next generation (problems supporting 3 current formats)

Properties Fully asynchronous - no “scheduled” class hours Full access anywhere at zero operating cost Pedagogical benefits:

On campus - library checkout for video carols or for class room use Instant replay - individual control

All content can be absorbed at user-determined rate More content is included - everything is accessible!



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WEMPEC Experience: Course interaction Captured lecture interaction is nearly real (good virtual attendance) Email and Websites

Distribution of projects and handouts Email circles (chat rooms) amongst distance learning students

Virtual student community “bonding” Submission of project reports

Standards for reports, (i.e. paper guidelines) Electronic grading

fully readable comments, graphics, equations, etc. Telephone

some one-on-one is still necessary and very helpful for feedback



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WEMPEC Experience: Course Updates Continuous content changes

Key value to be maintained

Filtered and structured view of state-of-the-art Faster than reviewing and dissecting research papers

Re-recording frequently (every other time taught) Update options

Purchase update plans Value in re-taking the same class



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WEMPEC Experience: Strategic relationship building Newly acquired material is applied in solving current problems

Novel ideas integrated quickly Ideas owned by the firms supporting their engineers in classes

Patents resulting from distance learning

Common base for understanding and effective cooperation Common jargon, common methods, common notation Common background for hiring

Becoming a benchmark for hiring



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WEMPEC Experience: Strategic relationship building Technology transfer

Project work provides substantial experience and thorough understanding

Direct transfer Greater bread and depth, full understanding

Harnessing energy of the distance learners Distance learners are self-motivated, and have high energy levels

Highly effective students for challenging research Quality feedback on the course material

Maintaining and building teams

Distance learners stay on-site, maintain connections Able to contribute advances to teams



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Center for Power Electronic Systems (CPES) University of Wisconsin-Madison Virginia Tech Rennselaer Polytechnic Univ. of Puerto Rico-Mayaguez North Carolina A & T

Integrated Power Electronic Packaging - 10 Year program Thermal-Mechatronic, 3-D, Physical Design of Integrated Converters

Simultaneous electrical, electromagnetic, thermal, and mechanical design models

Design for reliability Control for reliability



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Distance Teaching/Learning Strategic for University/Industry research Strategic for technology transfer

World-wide expansion structure Distance teaching Distance learning Distance research

WEMPEC already and increasingly CPES



Conclusions

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Key elements for success Industry relevant research commitment

Advanced knowledge the “market” needs and wants University technology leadership

Faculty teaching commitment Sound pedagogy Productive pedagogy



Conclusions

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Distance teaching/learning products Ph.D. level courses

with in-depth project focus- not just a “tickler”

State-of-the-art focus- visionary research- comprehensive breadth of the team

Dynamic change- staying on the “leading edge”



Conclusions

Documents

Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change Prof. R.D.(Bob) Lorenz, Ph.D., P.E., F.IEEE, Co-Director Wisconsin