It used to be, if you wanted a quick explanation of the focus of engineering technologies, you could turn to rust.

"If it doesn't rust, we don't do it," was a phrase spoken more than a few times 20 years ago when these disciplines worked almost exclusively on engineering technology mechanical issues.

Advancements in networking, faster machines, sophisticated instrumentation and sensor systems, and computer-aided efficiencies have put some rust on the idea that engineering technologies are only related to metals and machines.

In fact, the disciplines are continually branching into new territories, such as nanotechnology, biotechnology, health technology, and environmental sciences.

"Students from 20 years ago wouldn't recognize the curriculum," says Robert Herrick, department head for electrical and computer engineering technology.

These engineering technology areas - Aeronautical Engineering Technology, industrial technology, mechanical and manufacturing engineering technology, and electrical and computer engineering technology - must strike a delicate balance between fundamentals and emerging technologies.

The underlying concepts of physics, for example, have not changed in centuries, but researchers are finding new applications of those concepts daily. The college has to be diligent to reflect new research and developments and incorporate them into the evolving curriculum.

Changes come in many forms in the College of Technology. Tangible changes can be seen in updated equipment, new faculty and curriculum, and types of applied research. The mindset of educators also has undergone a shift. Many classes are placing additional emphasis on teaching soft skills, such as effective communications, teambuilding, leadership, and entrepreneurship.

Tangible changes

Each of the engineering technology departments has responded to changes in the marketplace by fine-tuning curriculum and upgrading facilities. For example, classes in metalcasting and welding for mechanical engineering technology, have been condensed and incorporated into a new class titled Materials and Processes. In addition to older information, the class touches on materials such as polymers, ceramics, composites, and nanomaterials. Nanofabrication also is studied.

By streamlining fundamental courses, the departments have made room for classes that address newer technologies.

Introduction to Nanotechology is being taught for the first time in Spring 2008 in electrical engineering technology. A course that examines embedded electromechanical controls has been added in mechanical engineering technology. And as employers continue to look for more efficient and technologically advanced tools, classes in COT will continue to respond to their needs.

Because the college has identified its signature areas for the next several years, additional planning can take place to develop additional courses in several disciplines. A stronger focus on energy and sustainability, for example, will cross several disciplines in COT.

Rue Patel ('84 IT), plant manager and community representative for General Mills, has been able to watch these changes from his time as a student to his current position as a member of the Industrial Technology Industrial Advisory Board (IAB). As a student, Patel learned to draft with ink and then with the first computer-assisted programs. He also took classes in statistics that he describes as rudimentary.

"At the time, they were cutting-edge," he says. As a member of the IAB, he says he will continue to challenge COT to keep up with changes.

"My advice to them is to stay connected to industry. The college is always looking for and is eager for input. And they are showing us new technologies, too," Patel says.

Engagement

Herrick agrees with Patel's assessment regarding industry ties. He boils it down to a core philosophy: "To keep up-to-date, you have to stay engaged in the outside world."

Compare this belief with real-world efforts 20 years ago. "We spent too much time in our silos, and every six to 10 years, we revisited what we were doing for major curriculum changes," he explains. "The rate of change of today's technology has significantly accelerated since then and we must maintain real-time communications with industry to maintain relevant curriculum."

To help fulfill the college's goal to lead the nation in innovation and delivery of exemplary technology programs, Herrick has appointed a future curriculum committee within his department. This group will solicit ideas from faculty and industry partners to help set the course for electrical and engineering technology's curriculum. "The department will be better situated to develop curriculum that is useful and timely," Herrick says.

Investment in the college by industry has grown in recent years as well. In fact, Herrick has already seen the beginning of a new era of industry involvement.

"Companies are coming to us asking 'how can we partner with you?' They are looking for an extremely scarce commodity: an engineering technology graduate," he says.

International Rectifier, based in Segundo, California, for example, gave $100,000 to the department to create the International Rectifier Power Electronics Development and Application Lab, known as IR-PEDAL. Faculty and students are using the new laboratory to focus on applied research on motion controls, power conversions, and audio amplifiers.

"Having a lab dedicated to the study of these systems will enable students to benefit from technology common in industry, and industry will eventually benefit as we develop research partnerships," says Athula Kulatunga, associate professor of electrical and computer engineering technology.

American Electric Power Company Inc., based in Columbus, Ohio, has created a research partnership with the department. The company funds undergraduate research projects to help them solve problems that may otherwise go unsolved.

Both examples show partnerships can be mutually beneficial.

Soft skills/new learning

One of the most pervasive changes is the introduction of soft skills into the curriculum. There is no one course that covers these skills. Instead, they are introduced to students throughout their academic careers.

"How do you imbed them in a natural way?" Herrick asks. "To focus on these skill sets, we weave them into the curriculum. We already produce good implementers. Employers also want to see more team skills, leadership, and entrepreneurial skills."

With the introduction of these skills comes the realization that students will not learn everything they need to know during their four years at Purdue. Instead, they will be given the academic foundation to succeed in the current job market, and they will have been exposed to skills that will help them adapt to new technologies and ways of thinking for years to come.

"Graduation from college is not the goal - it's the beginning of your professional life, and you'll continue to learn. Graduates need to develop creative and critical thinking skills to be successful," Herrick says.

In addition, professors need to have a better understanding of learning strategies. Between and within generations, learning strategies change. Professors need to react to those changes, and students need to be more responsible for proactive learning, Herrick says.

"We have to excite them," he says, "and keep them excited about their personal development and help them develop a vision toward what they can professionally accomplish."

International/Globalization

The international nature of business and industry has forced the college to introduce ways to give students a more global perspective.

"A lot has happened in the last seven years with emerging technologies and the exploding use of the Internet," Herrick says. "Students need to be culturally savvy, whether they work overseas or not." Because the rest of the world is working while America sleeps, if you want to engage in international commerce, a student has to be prepared for a career in 24/7 business. "They need to know what they'll face when they step out that door," Herrick says.

As part of the college's strategic plan, international exchanges and outreach will help give students the background they need to begin working in a global economy.

- Steven Lincoln