U N I V ER S I TY OF WEMPEC WISCONSIN M A D I S O N 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 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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) R.D. Lorenz 2 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 3 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 4 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 5 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 6 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 7 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 8 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 9 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 10 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change WEMPEC Experience: Course offerings R.D. Lorenz Course No. B.S. Le ve l ECE 355 ECE 377 Title Credits Seme ster Electromecha nica l Energy Conversion Modern Ele ct. & Electro- Mech Power Conversion 3 cr. 3 cr. eac h eac h M.S. Le ve l ECE 411 ECE 412 ECE 427 ECE 504 ECE 511 ECE 602 ME 439 ME 446 ME 447 ME/ECE 577 Introduc tion to Electric Drive Systems Power Elec tronic Circuits Electric Power Systems Electric Ma chine & Drive Syste m Laboratory Theory a nd Control of Synchronous Ma chines Spec ial Topics Power Electronic Systems Introduc tion to Robotics Automatic Controls Compute r Control of Ma chines a nd Processe s Advance d Automatic Controls Laboratory 3 cr. 3 cr. 3 cr. 2-3 cr. 3 cr. 3 cr. 3 cr. 3 cr. 3 cr. 4 cr. fall spring fall spring & odd yea r inte rsession spring spring spring fall spring spring & even ye ar inte rsession Ph.D. Le ve l ECE 711 ECE 712 ECE 713 ME/ECE 739 ME 746 ME 747 Dynamic s and Control of AC Drive s Solid State Power Conversion Electromagne tic De sign of AC Ma chines Advance d Automation and Robotics Dynamic s of Controlled Systems Adv Computer Control of Mac hine s and Processes 3 cr. 3 cr. 3 cr. 3 cr. 3 cr. 3 cr. spring fall eve ry other even ye ar spring fall spring 11 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 12 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 13 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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! R.D. Lorenz 14 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 15 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 16 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 17 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 18 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change 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 R.D. Lorenz 19 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change Conclusions 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 R.D. Lorenz 20 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change Conclusions 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 R.D. Lorenz 21 U N I V ER S I TY OF WISCONSIN WEMPEC M A D I S O N Distance Learning: World-wide Graduate Engineering Education Compatible with Dynamic Change Conclusions 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” R.D. Lorenz 22