How the University of Michigan-Dearborn Prepares
Engineering Graduates for Careers in Automotive
Systems Engineering
2010-01-2327
Published
10/19/2010
Roger Shulze and P.K. Mallick
University of Michigan-Dearborn
Copyright © 2010 SAE International
ABSTRACT
The automotive industry is expected to accelerate the
transition to revolutionary products, rapid changes in
technology and increasing technological sophistication. This
will require engineers to advance their knowledge, connect
and integrate different areas of knowledge and be skilled in
synthesis. In addition, they must learn to work in crossdisciplinary teams and adopt a systems approach. The
College of Engineering and Computer Science (CECS) at the
University of Michigan-Dearborn (UM-Dearborn) responded
by creating interdisciplinary MS and Ph.D. programs in
automotive systems engineering (ASE) and augmenting them
with hands-on research. Students at the undergraduate level
can also engage in numerous ASE activities. UM-Dearborn's
ASE programs offer interesting and possibly unique
advantages. The first is that it offers a spectrum of ASE
degree and credit programs, from the MS to the Ph.D. to
continuing education. Second, UM-Dearborn's ASE
classroom activities are augmented by both basic and
practice-oriented research. Third, UM-Dearborn is located in
one of the world's largest concentrations of automotive
engineers, providing a wealth of partnership opportunities
and encouraging CECS faculty to engage in practical
collaborative automotive research. This research carries into
the classrooms to make the ASE curriculum practical and
relevant. Many MS-ASE and PhD-ASE students go to school
part-time while working full-time at a local automotive OEM
or supplier company. They share their professional
experiences in class and bring a sense of realism, practicality
and relevance to the ASE program.
INTRODUCTION
The 21st century automotive industry will be characterized by
revolutionary
products
emphasizing
lightweight,
environmentally-friendly materials, alternative energy
powertrains, intelligent control systems, vehicle-to-vehicle
and vehicle-to-infrastructure communications. To meet the
challenge of integrating these technologies into tomorrow's
automobiles, engineers will need to connect and integrate
different areas of knowledge to create customer value while
benefiting society and the environment. While needing to be
well-grounded in their own areas of specialization, they must
also be skilled in synthesis, working in cross-disciplinary
teams, and adopting a systems approach.
The College of Engineering and Computer Science (CECS) at
the University of Michigan-Dearborn (UM-Dearborn)
responded to these needs by creating interdisciplinary
programs combining classroom learning with hands-on
research. These include a master of science program in
automotive systems engineering (MS-ASE), automotive
systems research in the Institute for Advanced Vehicle
Systems (IAVS), collaborative research with industry
sponsored by the Henry Patton Center for Engineering and
Practice (HP-CEEP), materials research in the Center for
Lightweighting Automotive Materials and Processing
(CLAMP) and the Ph.D. program in Automotive Systems
Engineering (PhD-ASE).
The MS-ASE is a 30-credit hour interdisciplinary graduate
degree program offered through the University of Michigan
Rackham Graduate School. Many of its courses are
specifically designed to address new and emerging
automotive technologies and how to apply them in practice.
The program combines depth in a chosen area of automotive
engineering and breadth across engineering disciplines. It
culminates in a capstone group project or a master's thesis
solving an industry problem. The program's most important
attribute is its systems approach to understanding and solving
automotive industry problems.
The Ph.D.-ASE is a 50 credit hour post-master's program
designed to meet the needs of engineers intending to follow a
technical career - serving as technical leaders, innovators and
research mentors. While designed to have an interdisciplinary
curriculum, it has a wide-range of specialization in courses
and research topics. Specializations include materials and
materials processing, energy systems and thermal
management, dynamics and controls, power electronics,
vehicle design, manufacturing and systems integration, and
vehicle informatics and communication.
A BRIEF SURVEY OF OTHER
AUTOMOTIVE SYSTEMS
ENGINEERING PROGRAMS
Ph.D. Level Automotive Systems Engineering
Programs
The Ohio State University offers an interdisciplinary graduate
Specialization in Automotive Systems Engineering within the
Department of Mechanical Engineering and the Department
of Electrical and Computer Engineering. It is administered
through the Center for Automotive Research at OSU. Upon
completion the Ph.D. graduate receives a special annotation
on his or her official transcript signifying that the graduate
has completed additional requirements in automotive systems
engineering in addition to the normal Ph.D. degree program.
[14]
Clemson University offers a graduate program in automotive
engineering through the Department of Mechanical
Engineering leading to Ph.D. degree in automotive
engineering. The doctoral program in automotive engineering
focuses on systems integration, design and development,
manufacturing and vehicle electronics systems. It is housed at
the Carroll A. Campbell Jr. Graduate Engineering Center in
the Clemson University International Center for Automotive
Research (CU-ICAR). The Ph.D. program takes three or four
years and requires an understanding of automotive systems
integration, depth in an automotive tract and breadth across
technical disciplines. A minimum of 18 semester hours of
doctoral research is required. [3]
Master's Level Automotive Systems Engineering
Programs
Loughborough University in the UK in partnership with Ford
Motor Company created a master of science program in
Automotive Systems Engineering within the Department of
Aeronautical and Automotive Engineering. The program is
targeted at engineers working in the automotive industry to
provide graduates with technical expertise in a wide-range of
automotive disciplines and a systems viewpoint for
automotive design and manufacture. [12]
The HAN University of Applied Sciences in the Netherlands
offers an 18 month master's program in Automotive Systems.
The program focuses on vehicle dynamics, control and driver
assistance and powertrain. The curriculum investigates major
trends in the development and manufacture of cars and
trucks. Full-time students can spend their first year of study at
the Czech Technical University (CTU) in Prague, allowing
the students to earn a double degree - a master of science
from CTU and a Professional Master's degree from HAN. [6]
RWTH Aachen offers a two-year master of science program
providing in-depth knowledge and understanding of
Automotive Engineering. Its particular focus is on industrial
R & D practices and on modern manufacturing processes of
vehicles and their subsystems. It focuses on all disciplines
within automotive engineering, including concept,
development, design and construction and also the
manufacturing process of vehicles. An integral part of the
program is exposing students to industry-related activities.
This includes a mandatory two month industrial internship
and the opportunity to take part in applied research projects.
In addition to course work, each student must complete both
a mini-thesis and a master's thesis on a subject related to
automotive engineering. The thesis can be completed either
in industry or at the university. [16]
Kalasalingam University in the Virudhunagar District,
Tamilnadu, India offers courses by the Centre for Automotive
Systems and Industrial Engineering within the Department of
Mechanical Engineering. The courses are offered in
collaboration with RWTH Aachen University of Technology.
The program leads to the degree of M.Tech. in Automotive
Systems Engineering. [8]
The Ohio State University's interdisciplinary graduate
Specialization in Automotive Systems Engineering can be
adapted to M.S. degree programs as well as the Ph.D.
program mentioned earlier. Upon completion, the graduate
receives a special annotation on his or her official transcript
signifying that the graduate has completed additional
requirements in automotive systems engineering in addition
to the normal master's degree. [14]
Clemson University also offers a master's degree in
automotive engineering program in automotive engineering
through its Department of Mechanical Engineering.
Clemson's program uses vehicle systems and sub-systems for
collaborative team projects to improve or redesign current
technologies. The two-year systems master's track is designed
to address automotive OEM needs by treating the automobile
as a complex system. It consists of 42 credit hours and an
international internship. [3]
Clemson University has a program called Deep Orange
within the Carroll A. Campbell Jr. Graduate Engineering
Center which houses the automotive engineering master's and
doctoral degree programs. Students, faculty and participating
partners will engineer and manufacture a new vehicle
prototype each year, giving the students experience in vehicle
design, development, prototyping and production planning
from their entry into the program until graduation. The first
Deep Orange vehicle is expected to be completed in the
spring of 2010. [4]
traditional engineering courses followed by a second year
concentrating on automotive subjects including CAD design.
Following the second year the student is encouraged to spend
a year working in industry. In the final year the student
completes an individual project to extend his or her
automotive knowledge and to learn how to convert an idea
into a commercial venture. [27]
Purdue University offers a specialization in Integrated
Vehicle Systems available within the interdisciplinary MSE
and MS degree programs. It provides the opportunity to focus
on a specific automotive arena such as design; structures and
materials, noise, vibration and harshness, and quality, as well
as to broaden engineering perspectives through exploring
new topics and areas of interest. There are no core courses.
Instead, the student works with a faculty committee to design
a curriculum tailored to fit his or her individual needs and
goals. [15]
Rochester Institute of Technology offers an Automotive
Option in its BS in Mechanical Engineering Program. As
with other options, Automotive Option students complete a 2quarter multi-disciplinary design project during their last year
on campus. For automotive option students, their design
project is in the automotive field. [13]
Kettering University offers a Master of Science in
Engineering - Automotive Systems, administered by the
Mechanical Engineering department. The curriculum consists
often 4-credit courses for a total of 40 credit hours. The
program includes a required elective; a thesis or one 600level elective. [9]
The Master of Science in Automotive Engineering at
Lawrence Technological University is an interdisciplinary
program consisting of 30 credit hours - eight core courses and
two technical electives or a thesis option. Classes are offered
in the evenings to meet the needs of working professionals.
The MS in Automotive Engineering offers in-depth
conceptual knowledge as well as an understanding of how the
real world of automotive engineering works. The MS in
Automotive Engineering stresses the concept that an
automobile is a single system in which all components and
component packages are sub-systems that cannot be
independently changed without affecting the entire
automobile. [11]
The University of Michigan-Ann Arbor offers a 30 credit
hour Master of Engineering in Automotive Engineering. This
advanced professional degree program emphasizes
engineering practice, a highlight of the program for many
students being the Capstone Project. Students graduating
from this program will have both enhanced interdisciplinary
skills in automotive engineering and business and the
teamwork skills necessary to guide product and process
development in this rapidly evolving field. [18]
Bachelor's Level Automotive Systems Engineering
Programs and Activities
The University of Wolverhampton, UK offers a three year
program leading to the BENG (Hons) in Automotive Systems
Engineering. The program has a common first year of
Western Michigan University offers an undergraduate
automotive systems minor. In this minor, classroom theories
are put to the test through hands-on work with automobiles'
systems and subsystems. Students must take 15 credit hours
not in the major to satisfy the automotive systems minor
requirements. [26]
Continuing Education Programs
Kettering University in collaboration with SAE offers a 20credit Professional Certificate in Automotive Systems as an
interim step toward the 40-credt M.S. in Mechanical
Engineering degree with a concentration in Automotive
Systems. It is also designed for individuals who do not wish
to complete a master's degree. It consists of up to 8 SAE
Continuing Education Units and 12 credits of Kettering
courses. The SAE seminars are offered either at its Troy,
Michigan Automotive Headquarters or brought on-site as
Corporate Learning Solutions programs. [10]
UM-DEARBORN'S APPROACH TO
AUTOMOTIVE SYSTEMS
ENGINEERING EDUCATION
The College of Engineering and Computer Science (CECS) at
the University of Michigan-Dearborn (UM-Dearborn) offers
a spectrum of automotive systems engineering (ASE)
programs and projects, from the bachelor level to the master's
and Ph.D. levels to continuing education. To augment formal
classroom instruction, ASE students at UM-Dearborn
participate in a variety of research and learning in ASE
through hands-on ASE research projects, design projects and
cooperative learning with other institutions.
UM-Dearborn is the only institution in Michigan offering a
Ph.D. program in Automotive Systems Engineering. While
there are other master's programs in ASE, UM-Dearborn's
master of science in automotive systems engineering (MSASE) enjoys a number of significant advantages. While there
are other schools with automotive systems engineering
programs and experiences for undergraduate engineering
students, UM-Dearborn offers interesting and possibly unique
opportunities of its own. The following are some of the
advantages enjoyed by the ASE programs at UM-Dearborn
for its undergraduate, master's, doctoral and continuing
education students.
UM-Dearborn is located in southeast Michigan with one of
the world's largest concentrations of automotive engineers.
GM, Ford and Chrysler have headquarters and primary
engineering and product development centers there. Toyota
and Nissan have engineering centers nearby. Scores of
automotive suppliers have technical centers in southeast
Michigan. The U.S. Army's Tank Automotive Research,
Development and Engineering Center (TARDEC) facility is
thirty minutes away from the UM-Dearborn campus. UMDearborn's proximity to these automotive centers makes it
easy for automotive professionals to come to campus to
collaborate on research, give advice, critique student projects,
and present seminars to the campus community. This same
proximity makes it easy for CECS students and faculty to
visit their industry partners to learn, conduct research and
collaborate with them at their facilities.
In addition to UM-Dearborn's proximity to automotive
engineering centers, there are a wealth of alliances,
partnerships and collaborations with automotive companies.
There are several reasons for these rewarding relationships
besides proximity. First is the relevance of CECS activities to
these companies; the college engages in practical automotive
research that can be put into production in years instead of
decades. Second, CECS produces graduates, in particular
those graduating from the ASE program, possessing the skills
needed and desired by automotive companies. Third, CECS is
a well-known and proven provider of graduates ready to take
on responsible roles in the automotive industry. The
executive ranks of local automotive OEMs and automotive
suppliers are heavily-weighted with CECS graduates.
There are regular interactions among CECS faculty members
and automotive professionals. CECS faculty members are
actively engaged in research with automotive companies. One
example is the Ford Innovation Alliance. Another is battery
research with Chrysler sponsored by the Department of
Energy. Automotive executives serve on the dean's Visiting
Committee and department chairs' advisory committees.
Automotive professionals serve as research collaborators,
sources of technical knowledge as well as mentors and judges
for student activities such as senior design competitions.
The alliances among CECS and partner companies have
increased the number of research tools that can be utilized in
ASE research by ASE faculty and students. Partner
companies have provided in-kind research equipment such as
in the Occupant Packaging and Driving Simulation
Laboratory and in the Casting and Spray Forming
Laboratory. In some cases partner companies have funded the
acquisition of laboratories such as the DTE Power Electronics
and Motor Drives Laboratory.
A key ingredient for the success of UM-Dearborn's MS-ASE
is its student body. It is a well-qualified and diverse group
from all over the world. Some full-time students enter the
MS-ASE program after several years of experience in the
automotive industry. Many MS-ASE students attend school
part-time while working full-time in a local automotive OEM
or supplier company. Full-time students entering the program
with several years of automotive industry experience as well
as part-time students working full-time as automotive
engineers share their professional experiences in class and
bring a sense of realism, practicality and relevance to the
ASE program.
Another key ingredient is the preparedness of CECS faculty
to teach ASE courses. Many faculty teaching courses in the
MS-ASE and Ph.D.-ASE programs worked in the automotive
industry before becoming full-time faculty at UM-Dearborn
and already have a keen understanding of the automotive
industry. Many engage in collaborative research with
colleagues in local automotive companies. Many were aided
in their first collaborative research by internal grants from the
Henry Patton Center for Engineering Education and Practice
(HP-CEEP) established in 1992 to promote industryuniversity collaborative research and to bring research
experience to undergraduate and graduate courses. Appendix
A lists the research areas relevant to the ASE programs.
The ASE students at UM-Dearborn are engaged in
automotive research and design projects including
undergraduate engineers' senior design projects, MS-ASE
capstone projects or thesis and Ph.D.-ASE dissertation
research. One example is participating in research projects in
the Institute for Advanced Vehicle Systems (IAVS), which
provides an applied research environment for automotive
product development, manufacturing and system integration.
Another is participating in research in automotive projects
sponsored by the HP-CEEP. [22] Another is participating in
research in the Center for Lightweighting Automotive
Materials and Processing (CLAMP) which explores the
design potential, application and manufacturing of advanced
materials in lightweight automobiles through research and
graduate education. [19]
Another advantage enjoyed by the ASE program is that most
ASE courses are offered online through the Distance
Learning Network (DLN). The Virtual Learning Tool (VLT)
course management system, developed by CECS faculty,
allows students to view recorded classroom lectures,
participate in group projects, submit assignments, receive
feedback from instructors and participate in threaded
discussions. By utilizing the on-line course delivery system,
the ASE student can keep up with classmates even when his
or her physical location puts thousands of miles between the
student and the instructor. The ASE students can keep up
with course requirements even when job requirements send
him or her overseas on a business trip or even on a
reassignment. [20]
Having a full-spectrum of undergraduate, master's and
doctoral offerings in ASE, undergraduates learn ASE
principles from graduate students. In return, graduate students
develop mentoring and supervisory skills. While CECS does
not have a formal bachelor's program in ASE, there are many
opportunities to engage in ASE activities. These include coop assignments at local automotive companies, senior design
projects in ASE, participation in the Mini-Baja and Formula
SAE competitions, research in automotive projects and
participation in the Summer Automotive Engineering project.
UM-DEARBORN'S
INTERDISCIPLINARY PH.D.
PROGRAM IN AUTOMOTIVE
SYSTEMS ENGINEERING [25]
UM-Dearborn started an interdisciplinary Ph.D. program in
Automotive Systems Engineering in 2009, which provides
advanced knowledge and research experience to automotive
engineers and scientists already employed or who will be
employed in automotive industries. The Ph.D.-ASE program
is unique in Michigan. It not only benefits students in
advancing their automotive careers, but benefits Michigan
industry by providing it with the workforce needed to
maintain a competitive advantage and a strong technological
base.
Rapid changes in technology and increasing technological
sophistication needed to maintain global competitiveness has
prompted the automotive industry to encourage its workforce
to advance its knowledge, skills, and expertise through
graduate-level education and training. For many engineers,
this means education beyond the master's degree and, for
some, in specialized areas of emerging technology best
offered through doctoral programs. This will allow the
engineers to acquire advanced knowledge, enabling them to
become technical leaders and technology developers. The
automotive industry employs a large number of Ph.D.s, but
more will be needed as the industry develops advanced
technologies for safer, more fuel-efficient vehicles.
Southeastern Michigan has a large pool of practicing
engineers intending to follow a technical specialist career.
UM-Dearborn's Ph.D.-ASE program is well-suited to meet
the needs of this select group of engineers. It helps to further
their career paths in a highly-challenging technical and
manufacturing environment and strengthens Michigan's
industrial base.
For years the CECS's Visiting Committee, representing
industry leaders from automotive companies, Tier 1
suppliers, and other local companies, urged CECS to
establish doctoral programs in engineering at UM-Dearborn.
These industry leaders pointed out that there is a great need
for professionals educated beyond the master's level who will
serve as technical leaders, innovators, integrators of new
product technologies, and mentors in their companies. The
application of new materials, lightweight structures, vehicle
safety and environmental regulations, hybrid vehicles, energy
systems, intelligent control systems, telematics, global
manufacturing logistics, etc. is changing the automotive
industry into a complex interdisciplinary system. Thus, the
technical specialists in automotive companies must acquire
specialized research skills in automotive systems that are not
usually provided by the Ph.D. program in traditional
engineering disciplines.
The Ph.D.-ASE program is truly interdisciplinary. The
Mechanical Engineering, Industrial and Manufacturing
Systems Engineering, and Electrical and Computer
Engineering Departments offer program courses, share
research facilities and supervise Ph.D. students. Other
departments, including the Department of Mathematics and
Statistics (in the College of Arts, Sciences and Letters) and
the Department of Computer and Information Science in
CECS also participate in the program by offering courses and
having their faculty members serve on doctoral thesis
committees.
The Ph.D.-ASE offers the following concentration areas in
which the students can conduct their dissertation research.
The students in this program are required to take courses and
interact with faculty and students outside their research area.
• Concentration Area 1: Materials and Materials Processing
• Concentration Area 2: Energy Systems, Powertrains,
Combustion and Thermal Management
• Concentration Area 3: Dynamics, Controls and Electronics
• Concentration Area 4: Vehicle Design, Manufacturing and
Systems Integration
• Concentration Area 5: Informatics and Communication
UM-DEARBORN'S
INTERDISCIPLINARY MASTER OF
SCIENCE IN ENGINEERING PROGRAM
IN AUTOMOTIVE SYSTEMS
ENGINEERING [24]
To meet the challenges of the automotive industry, engineers
must improve their technical knowledge and skills in a
variety of topics beyond the realm of traditional
undergraduate engineering curricula. In addition, they will be
expected to make connections among different areas of
knowledge and integrate them in ways that benefit the
automotive industry, society and the environment. They must
not only be well-grounded in their own areas of technical
specialty, but also have a good understanding of related
disciplines, be skilled in synthesis, analysis and design, be
able to work effectively in a team environment and be able to
adopt a systems approach.
In response to these needs, in 1996 CECS created a 30-credithour interdisciplinary graduate degree program leading to a
master's degree in Automotive Systems Engineering (MSASE). It now has approximately eighty students enrolled in
the program. Many courses in this program are specifically
designed to address the new and emerging technologies in the
automotive industry. Students in this program learn not only
about advanced technologies, but also how to apply them in
practice for creative design and problem solving. In essence,
the program provides:
• Depth in the area of automotive engineering
• Breadth across engineering disciplines of electrical,
industrial, mechanical, manufacturing and materials
• Industrially-relevant engineering design or research
experience through a capstone project or a thesis
The ASE program is also offered in distance-learning mode
via the internet. Online courses utilize video streaming of the
lectures given on campus. Online students can interact with
instructors and with fellow students (both on campus as well
as online) through the Virtual Learning Tool (VLT)
developed at the UM-Dearborn. Class lectures, notes and
discussions are posted on VLT for online students' access.
The systems breadth in automotive engineering in the
master's program is provided through core courses, such as
The Automobile - An Integrated System and Automotive
Manufacturing Processes. The other core courses include a
spectrum of automotive topics such as vehicle electronics,
ergonomics, materials selection and powertrains. The depth
in automotive engineering is provided by a number of
elective courses in four different concentration areas.
• Industrial and Manufacturing Concentration
• Electrical and Computer Concentration
• Mechanical Engineering Concentration
• Automotive Materials Concentration
Students in the master's program must also complete either a
capstone project or a thesis. Capstone projects are designed to
be team-oriented to emphasize the interdisciplinary nature of
the program. A thesis involves original research and is done
by an individual student. The project or thesis can be in any
area of automotive engineering or related fields but must be
big enough in scope for a two semester course for each team
member.
UNIVERSITY OF MICHIGAN'S
ENGINEERING PROFESSIONAL
DEVELOPMENT [21]
Engineering Professional Development (EPD) in CECS
provides a variety of continuing education programs and
services for engineering and computer science professionals.
Programs and courses are developed through collaboration
with faculty and other subject matter experts and can be
customized to fit the needs of corporate customers. They are
available on campus, at a corporate location, via distance
learning or through a combination of these methods. Several
formats are available, including technical short courses,
seminars and institutes.
In addition to providing continuing education, EPD is the
home of the CECS Distance Learning Network, the
International Internship Program, CECS Graduate Certificate
Programs, and undergraduate and graduate degree programs
offered to corporations on their sites.
Graduate Certificate Programs
EPD created Graduate Certificate Programs within the CECS
to provide students with the opportunity to acquire expertise
in a particular focus area. Program topics can be customized
to meet the needs of a particular industry. Students wishing to
pursue a graduate degree can transfer certificate program
credits into one of the college's several graduate degree
programs. Each complete program topic area awards 12
graduate credit hours. A bachelor's degree in engineering or
computer science is required for entry into the certificate
program. Students must meet the minimum academic
requirements established by CECS.
Corporate On-Site Programs
EPD also offers corporate-located credit courses and
programs in partnership with a corporate sponsor. These
programs provide convenient opportunities for professionals
to earn technical degrees while continuing with their regular
work schedule. EPD offers ASE programs both live on
campus as well as online.
INSTITUTE FOR ADVANCED VEHICLE
SYSTEMS [23]
The Institute for Advanced Vehicle Systems (IAVS) is a
research institute within CECS. IAVS's first two objectives
are to insure the relevance of the engineering curriculum to
industry and to conduct collaborative research and learning
with other universities. These objectives are served in part by
research under driving projects such as IAVS's first driving
project - the design of a Low Mass Vehicle (LMV). Both
objectives are also served by interdisciplinary automotive
design and engineering projects involving students from
different CECS departments to work together as well as with
students from other colleges and universities, such as the
College for Creative Studies (CCS) in Detroit and RWTH
Aachen University in Germany. IAVS creates a projectfocused team environment where students gain hands-on
experience in the design of major automotive systems or the
advance design of entire vehicles.
research projects within the driving project were required to
complement each other. As in industry, the challenge in the
LMV project was to compromise constructively so that every
researcher's key objectives were satisfied. Although each
individual element of the overall final vehicle design may be
less perfect than if it were designed without competing
constraints, no individual element of the overall final vehicle
design could be allowed to fail to meet its fundamental
requirements.
The mission of IAVS is to conduct design, development and
manufacturing research on advanced vehicle systems. Its
focus is automotive systems. Its goal is to conduct research
related to automotive design, engineering and manufacturing
processes as well as the creation of innovative design,
engineering and manufacturing processes and methods.
IAVS researchers were encouraged to work with industry
experts, sharing ideas and taking advantage of the wealth of
expertise found at our partner companies. Industry experts
served as judges for student design competitions. They served
as mentors, critiqued project progress, and recognized
students' achievements.
CECS faculty and students participate in IAVS activities
when their research interests align with those of IAVS. IAVS
activities include a high level of collaboration among faculty
members and engineering students from each of the CECS
departments and in some cases by faculty and students from
partner colleges and universities. Some of the most rewarding
collaborations involve participation of industry experts who
share their experiences, serve as mentors, critique project
progress and final results, and recognize students'
achievements.
In order to create the exterior and the interior designs of the
LMV IAVS partnered with CCS. When IAVS designed the
LMV exterior and interior, several CECS engineering
students and faculty members participated in the CCS design
studio classes to help the CCS students understand
engineering design requirements. The approach here was
similar to the American Iron and Steel Institute (AISI)sponsored automotive design internship program in which for
two summers CCS students teamed up with the University of
Michigan-Ann Arbor (UM-AA) students to bring innovative
automotive design and advanced steel technologies together.
[1, 2]
IAVS activities improve the ‘professional’ skills of CECS
graduates. These skills include the ability to communicate
effectively, to be an effective team player, to understand nontechnical factors affecting decision-making and the ability to
innovate. Student researchers, most of whom are in ASE
degree programs in CECS are given the opportunity to put
into practice the lessons learned in the classroom.
Designing a Low Mass Vehicle [17]
The design of a Low Mass Vehicle (LMV) was the first
“driving project” of IAVS. The challenge of the LMV project
was to design a vehicle with 30% less mass than the Toyota
Echo but with the same wheelbase as the Ford Focus. The
design goal was to achieve the 30% mass reduction while
providing the space, features, amenities, performance and
cost - even in low volumes - customers expect of cars in that
class.
The 30% mass reduction target was chosen to force
researchers to look beyond incremental improvements that
might suffice if only a five or ten percent reduction were
required and to create innovative designs and processes
instead. Throughout the LMV project IAVS researchers were
challenged to look at unconventional, risky ideas.
Individual research projects were conducted under the LMV
umbrella. By sharing a common focus - the LMV, individual
Following the creation of the LMV exterior and interior
designs a series of projects was conducted to implement the
designs. They covered a spectrum of automotive design,
engineering, and manufacturing process technologies. Over
30 individual research projects and 5 studio design projects
were conducted. They involved 27 faculty researchers and
instructors; 18 from UM-Dearborn, 6 from CCS and one each
from RWTH Aachen, Henry Ford Community College and
Tennessee Technical University. Five post-doctoral
researchers, 44 graduate student research assistants, 3 CECS
undergraduate students and 10 CCS undergraduate students
participated in the research. Another 80 CCS students
participated in LMV projects as part of their studio design
projects.
In addition, at least 25 industry researchers lent their
knowledge and experience to the LMV project. These
included automotive OEM professionals from BMW,
Chrysler, Ford, GM and Toyota. Automotive suppliers
contributed their help as well, including professionals from
ArvinMeritor, ASC, BorgWarner, Bunkspeed, Collins &
Aikman, Denso, JCI, Key Plastics, Lear, Sanyo, TRW
Automotive and Visteon.
Results of the LMV Project [17]
The computer rendering of the Low Mass Vehicle is shown in
Figure 1. The side doors are shown in phantom in order to
show the interior of the Low Mass Vehicle.
The Low Mass Vehicle met its industrial design and
packaging objectives, matching the Toyota Echo's space,
features and amenities. Most LMV performance objectives
were met. The highway fuel economy goal was not met
because the LMV missed its drag coefficient goal of 0.32,
achieving 0.423 instead. Acceleration and top speed were
lower than the Toyota Echo or Ford Focus due primarily to
the small engine (1 liter) proposed for the LMV.
21st Century. Their task was to design a mobility solution in
the spirit of Henry Ford's original Model T while meeting the
following requirements:
• Base list price: $7,000
• Simple, practical and compelling
• Has a minimum range of 200 km (125 miles)
• Base model seats at least 2 passengers
• Preferably use existing Ford technologies
In keeping with the spirit of the original Model T, Ford
Global Technologies set the following goals:
• The design should be revolutionary; competing against nonconsumption, not just against existing models.
• The vehicle should personify the Ford brand.
• The design should demonstrate innovative sustainability.
• The vehicle should redefine how vehicles are made.
Figure 1. Low Mass Vehicle with the interior shown
through phantom doors.
SUMMER AUTOMOTIVE
ENGINEERING PROJECT
For two summers in a row IAVS conducted what is becoming
known as the Summer Automotive Engineering Project, a
four-month long student project in CECS. The first student
project, conducted during the summer of 2008 was entitled
the Model T Challenge, sponsored by Ford Global
Technologies LLC [7]. The feedback from the students on the
first project was so enthusiastic and positive that a second
Summer Automotive Engineering Project was conducted the
next year. The second project was sponsored in part by the
Ford Motor Company Fund.
The Model T Challenge (2008) [7]
The Model T Challenge was sponsored by Ford Global
Technologies LLC as a student competition to help celebrate
the centennial of the Model T. Ford Global Technologies
LLC asked UM-Dearborn's CECS and four other colleges
worldwide each to assemble student teams to participate in a
four-month-long summer contest to design a Model T for the
A team of 12 engineering students was assembled to create
the design of UM-Dearborn's Model T for the 21st Century. It
consisted of 3 undergraduate and 9 graduate students. Prof.
P.K. Mallick served as the team's faculty supervisor and was
assisted by six other CECS faculty and staff members. Over
the course of the project the team gained the advice and
recommendations of several industry partners including Ford
Motor Company, ASC and Bunkspeed.
While the UM-Dearborn team did not win, the Model T
Challenge was a dynamic learning experience for everyone
who participated in it - students as well as faculty. UMDearborn's Model T for the 21st Century met the challenge. It
competes against non-consumption by providing aspiring
customers in developing countries their first opportunity to
own a car. It was purposely designed to be easily
recognizable as a car to appeal to global customers who
desire a practical and dependable car and who can now fulfill
that desire. It can be easily and quickly reconfigured to
transform into an SUV or a pickup. It is designed for
sustainability by utilizing recycled and recyclable materials
and has an extremely low operating cost and produces
significantly lower emissions. It met all of the price, range
and packaging targets.
reconfigure the vehicle according to their needs. A customer
can have a city commuter with a range of 60 miles on
weekdays and a midsize sedan with a range of 350 miles for
long family trips on weekends. This concept has several
advantages but at the same time it has some weaknesses
which the team needed to address.
The city commuter was designed to be a pure Battery Electric
Vehicle (BEV) with a range of 60 miles and 0-60 mph
acceleration in 8.5 seconds. Two motors in front wheel drive
configuration provide the required traction. When the vehicle
is reconfigured to a midsize sedan its architecture is changed
into a 350 mile range-extended electric vehicle with the same
acceleration performance targets. The team chose a Lithiumion battery for the BEV option. For range extension a quasiturbine engine was selected.
Figure 2. UM-Dearborn's Model T for the 21st Century
next to the original Model T.
Reconfigurable Electric Vehicle (2009) [5]
The theme of the 2009 student project was the design of an
innovative electric car. The student team consisted of 6 CECS
undergraduate students mentored by 3 CECS graduate
students, all under the supervision of Professor Vivek Bhise,
Professor of Industrial and Manufacturing Systems
Engineering and a veteran of the first summer's project. The
team was later joined by two designers from CCS, one a
recent graduate and the other a current student. The three
graduate students, all enrolled in CECS' MS-ASE program,
coached the undergraduates on technical matters the younger
students wouldn't study for several more years.
Re-configurability was the crux of the concept and since the
re-configurability brings complexity, it was important for the
team to design the driver/user interface such that systems
could be operated with ease and with little learning and
training involved. Swapping of vehicle modules was designed
as an automated process with well-designed interfaces. The
interfaces were designed such that driver or user would be
informed and guided through every step of the process.
Several warnings have also been built-in with safety
considerations to avoid driver errors and accidents.
A cost analysis was conducted, the results of which were
found to be reasonable. The vehicle introduction was targeted
for 2025 and the team believes that advancements in
technologies in the coming years will drive the cost even
lower.
The team's first task was to create a work plan based on a set
of customer requirements created in an IAVS graduate
student research project prior to the summer automotive
engineering project. The team was instructed to come up with
a design specification for an electric car that met these
customer requirements. The challenge was that some of the
requirements appeared to be contradictory. The customer
requirements that were given to the team included:
• The vehicle is to have a range of at least 60 miles for use as
a low-priced commuter vehicle
• The vehicle is to have a range of at least 200 miles when
desired, such as on weekends
• The vehicle should help keep the environment clean
• The vehicle has to look good aesthetically
• The vehicle should have low aerodynamic drag for reduced
energy consumption
The concept proposed by the team was a Reconfigurable
Electric Vehicle. It provides customers an option to
Figure 3. Reconfigurable Electric Vehicle.
first collaborative research with industry by grants from HPCEEP. This collaborative research experience carries into the
ASE classrooms to make the curriculum practical and
relevant.
Figure 4. Electric Vehicle Architecture.
CONCLUSIONS
The 21st century automotive industry will be characterized by
revolutionary products, rapid changes in technology and
increasing technological sophistication. Engineers will need
to advance their knowledge and connect and integrate
different areas of knowledge. They will need to be skilled in
synthesis, working in cross-disciplinary teams, and adopting
a systems approach.
CECS responded to these challenges by creating
interdisciplinary programs combining classroom learning
with hands-on research. Classroom learning includes the MSASE, the Ph.D.-ASE and Continuing Education Certificate
Programs. Hands-on research includes automotive systems
research in IAVS, collaborative research with industry
sponsored by HP-CEEP and materials research in CLAMP.
UM-Dearborn's ASE programs offer interesting and possibly
unique advantages. The first is that it offers a spectrum of
ASE degree and credit programs, from the MS to the Ph.D. to
continuing education. Having a Ph.D.-ASE helps attract more
automotive research funding, increases graduate student
support, and encourages the development of new instructional
and research laboratories. Having a MS-ASE in CECS allows
undergraduates engaged in undergraduate ASE activities such
as the Summer Automotive Engineering Project to be
mentored and tutored by ASE graduate students.
A second advantage is that CECS' ASE classroom activities
are augmented by ASE research including IAVS, HP-CEEP
and CLAMP. ASE research is enriched and strengthened by
the ASE-Ph.D. program and by the wealth of CECS research
tools, many provided by CECS' corporate partners.
Third, CECS is located in one of the world's largest
concentrations of automotive engineers. Being located in
southeast Michigan provides CECS with a wealth of
partnerships. It encourages CECS faculty, many of whom
worked in the automotive industry before coming to UMDearborn, to engage in practical collaborative automotive
research. Many CECS professors have been aided in their
Many CECS graduates stay in southeast Michigan after they
graduate to work and grow in automotive companies located
there. Many have become successful leaders in their
companies. Many MS-ASE students go to school part-time
while working full-time in a local automotive OEM or
supplier company. They share their professional experiences
in class and bring a sense of realism, practicality and
relevance to the ASE program.
CECS believes that because of the broad spectrum of its
classroom and hands-on research activities and because of the
many advantages mentioned above, its ASE programs
uniquely prepare its graduates to address the needs of the
automotive industry of the 21st century. CECS believes that
these ASE graduates will serve in valuable roles in the
automotive industry and will fill responsible positions there.
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CONTACT INFORMATION
Roger C. Shulze, Ph.D.
Director, Institute for Advanced Vehicle Systems
College of Engineering and Computer Science
University of Michigan-Dearborn
rshulze@umich.edu
P.K. Mallick, Ph.D.
Professor of Mechanical Engineering and Director,
Interdisciplinary Programs, College of Engineering and
Computer Science
University of Michigan-Dearborn
pkm@umich.edu
APPENDIX A
ASE RESEARCH AREAS
• Vehicle Lighting
• Automotive Power Electronics
• Sensors for Intelligent Vehicle Systems
Following are the areas of existing research areas in
Automotive Systems Engineering at UM-Dearborn:
• Supply Chain Management and E-Commerce
• Performance of Lightweight Automotive Materials
• Intelligent Tolerance Design
• Stamping, Superplastic Forming, Hydroforming, TailorWelded Blanking
• Lean Manufacturing
• Automotive Composites Processing and Design
• Thermoplastic Matrix Composites
• Injection Molding
• Thermal Spray Forming and Rapid Tooling
• Rapid Prototyping
• Modular Design and Manufacturing
• Robust Design and Product Performance Evaluation
• Flexible Robotic Assembly
• Machine Vision Inspection
• Quality and Reliability Improvement
• Joining of Materials
• Corrosion of Lightweight Metals
• Engine Combustion and Exhaust Emission
• Engine Flow Diagnostics
• Alternative Fuels
• Performance Analysis of Catalytic Converters
• NVH and Vehicle Acoustic Packaging
• Vehicle Dynamics and Controls
• Automotive Systems Modeling
• Transmission Systems and Hybrid Powertrains
• Drivetrain Gear Design
• Drivetrain Stability
• Vehicle Crashworthiness
• Finite Element Crash Simulation
• Occupant Accommodation and Vehicle Packaging
• Driver Vision, Visibility and Driver Interface
The Engineering Meetings Board has approved this paper for publication. It has
successfully completed SAE's peer review process under the supervision of the session
organizer. This process requires a minimum of three (3) reviews by industry experts.
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ISSN 0148-7191
doi:10.4271/2010-01-2327
Positions and opinions advanced in this paper are those of the author(s) and not
necessarily those of SAE. The author is solely responsible for the content of the paper.
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