Session ENG 205-085 Mechatronics Engineering: A Critical Need for This Interdisciplinary Approach to Engineering Education R.

Glenn Allen Department of Mechanical Engineering Technology Southern Polytechnic State University Marietta, Georgia [email protected] Abstract Southern Polytechnic State University has proposed a new degree program in Mecha tronics Engineering. This paper presents the global status of undergraduate programs in Mechatronics Engineering and the critical need for this degree offering in the United States. The primary objective of the interdisciplinary Mechatronics degree is to meet industry requi rements for graduates with the knowledge of integration of mechanical engineering, electrica l engineering, and control systems. Discussions on new approaches to classical engineering educ ation to better meet the requirements of industry will hopefully result. Introduction The Bachelor of Science in Mechatronics Engineering (BSMtrE) degree proposed by Southern Polytechnic State University (SPSU) will be the first offering of this degree wi thin the state of Georgia. The primary objective of the interdisciplinary BSMtrE degree is to meet industry requirements for graduates with knowledge of integration of mechanical engineeri ng, electrical engineering, and control systems. Industry has identified a need for engineers w ith knowledge of this integration. The term mechatronics was first introduced in Japan in 1969 to describe the integr ation of mechanics and electronics [1][2][3]. The term is widely used in Europe and is ge nerally understood by engineers in the U.S., but is less recognized by the general publi c. There is only one undergraduate mechatronics engineering degree program in the U.S. that is ac credited by the Accreditation Board for Engineering and Technology (ABET). ABET has recogniz ed the emerging importance of mechatronics engineering and has recently proposed specif ic evaluation criteria for Mechatronics Engineering and similarly named programs that are in the review process [4]. Today s perspective of Mechatronics has evolved with technology. At SPSU we use th

e industry evolved definition of Mechatronics adopted by the IEEE/ASME Transaction s on Mechatronics [5]: The synergistic integration of mechanical engineering with electronics. Proceedings of The 2006 IJME -INTERTECH Conference

Intelligent computer control in the design and manufacture of products and proce sses. The blending of mechanical, electronic, software, and control theory engineering topics into a unified framework that enhances the design process. The multiple disciplines involved with mechatronics are shown in Figure 1. Figure 1 - Disciplines of Mechatronics The specific objectives of the SPSU BSMtrE degree are to provide engineering gra duates that: Understand the interdisciplinary fundamentals of mechanical engineering, electri cal engineering, control systems, and their integration. Have strong team skills to solve complex problems that cross disciplinary bounda ries. Perform research, design, and implementation of intelligent engineered products and processes enabled by the integration of mechanical, electronic, computer, and software engineering technologies. In order to understand the justification and need for Mechatronics Engineering, it is important to discuss what mechatronics is, how it has developed, and where it is applied. Proceedings of The 2006 IJME -INTERTECH Conference

Mechatronics Defined - Interdisciplinary Engineering Education IEEE/ASME Transactions on Mechatronics was the first refereed journal published in the United States focused on Mechatronics. In the first issue (March 1996), mechatro nics was defined as: "The synergistic integration of mechanical engineering with electron ics and intelligent computer control in the design and manufacturing of industrial produ cts and processes. [6] The ten specific topics identified under the general category of m echatronics are shown in Table 1: Table 1 - Specific Topics of Mechatronics Engineering modeling and design motion control system integration vibration and noise control actuators and sensors micro devices and optoelectronic systems intelligent control automotive systems robotics manufacturing Mechatronic systems can be a complete product or a sub-component of a product. E xamples of mechatronic systems include aircraft flight control and navigation systems; a utomotive electronic fuel injection and anti-lock brake systems; automated manufacturing s ystems including robots, numerical control machining centers, packaging systems and pla stic injection-molding systems; artificial organs; health monitoring and surgical sys tems; copy machines; and many more. Some common element of all these systems is the integra tion of analog and digital circuits, microprocessors and computers, mechanical devices, sensors, actuators, and controls. Mechatronics Engineering graduates can select from a wide spectrum of industries for career choices and can also contribute in a variety of roles including design engineer, software engineer, project planner, product designer, and project manager. Mechatronics E ngineering program graduates are able to select from jobs as Mechatronics specialists in a variety of industries. Opportunities will also be available to graduates in smaller compani es that need generalists who can perform both mechanical and electrical engineering functions .

Mechatronics Engineering - The Need in Industry The National Science Board (NSB) publishes Science and Engineering Indicators fo r the U.S. every two years. The NSB observed alarming trends in the data published in Indic ators 2004 and published a companion report [19]. One of the key observations made in the r eport was: we have observed a troubling decline in the number of U.S. citizens who are train ing to become scientists and engineers, whereas the number of jobs requiring science an d engineering (S&E) training continues to grow. The report editors were compelled to issue a wa rning: These trends threaten the economic welfare and security of our country. A previous ly published report NSB 03-69, 2003 drew similar conclusions. The NSB report estima tes the number of U.S. jobs requiring S&E skills is growing about 5% per year, compared to a 1% growth for the rest of the labor force. Concern is also expressed over foreign c ompetition. The Proceedings of The 2006 IJME -INTERTECH Conference

NSB states that other countries have made increased S&E education investments at higher rates than the U.S. As previously discussed, Mechatronics Engineering will lead to more technologica l innovations due to interdisciplinary thinking. An example of this can be found b y looking at the packing machinery industry. The Packaging Machinery Manufacturers Institute is a trade association whose more than 500 members manufacture packaging and packaging-rela ted converting machinery in the United States and Canada. U.S. packaging machinery s hipments reached $5.344 billion in 2004, a 9.3 percent increase over 2003. Two reasons ci ted for this growth are: 1) increased emphasis on expanding packaging line automation when cu stomers added fully automatic or semi automatic machines where none had been before or u pgraded from semi-automated to fully automated machinery and 2) demand creation through a favorable market reception to technological innovation and new model design. Pri mary benefits gained from the advanced technology were increased speed and output, hi gher efficiency, expanded flexibility, improved product handling, greater accuracy, s impler control, and more versatile handling through robotics [22]. Douglas Machine, a PMMI member, manufactures complex packaging machines and is a regional partner of the Center for Automation and Motion Control (CAMC) in Alexa ndria, MN. Douglas has stated that their competitors in Germany and Italy are benefitin g from an earlier commitment by their industries and their governments support for a mechat ronic curriculum. Advancing beyond the mechanical timing paradigms of the past, Mechat ronic Engineers are able to design and manufacture the next generation of advanced packa ging machines [23]. It's quite possible that within the next five years, there won't b e a machine made that doesn't use mechatronics in some aspect of its operation, says Dr. Ken Ryan, director of the CAMC [24]. In April 2003, Keith Campbell, Executive Director of the Open Modular Architecture Controls (OMAC) Packaging Workgroup, stated many of our memb ers believe that the USA lags behind European countries in the development of machin es based upon these technological advances [25]. OMAC is a 500 member organization founded in 1997 by manufacturing technology leaders in automotive, aerospace and related me talworking industries through which companies work together to promote development and adop tion of open automation controls.

The Society of Manufacturing Engineers (SME) conducted studies in 1997, 1999, an d 2002 to determine competency gaps between manufacturing industry s workforce needs and wha t is provided by educational programs. Manufacturing Systems and Manufacturing Proces s Control are two high priority competency gaps identified in each study and were earmarked for focus in the 2005 Manufacturing Education Plan [26]. A Mechatronics Engineering graduate will have knowledge of and be capable of applying engineering principles for des ign, modeling, and implementation of manufacturing automation systems and manufacturi ng process control. Availability of graduates in Mechatronics Engineering will help industry reduce the identified critical competency gaps. The next few years will witness a continued demand for engineering jobs. "There is this myth that the last thing you should do is go into engineering," says Diana Farrell, h ead of McKinsey Proceedings of The 2006 IJME -INTERTECH Conference

Global Institute (MGI). "But the underlying growth of demand for engineers is so great that even when you consider the potential of offshoring, there will be demand in the U.S [27]. MGI was founded in 1990 to research critical economic issues facing businesses a nd governments around the world. Tim Foutz, a professor and undergraduate engineering program coordinator in the University of Georgia, College of Agricultural and Environmental Sciences, said "According to national data, engineering and technical jobs are increasing at five times the rate of an y other work force. A lot of current engineers are reaching retirement age. Plus, the United States imports 12-15 percent of its engineers, and Georgia is at the lead of that trend. The de mand for engineers is there. [28]. Thomas S. Moore, general manager for technical affairs at Chrysler Corporation i n Madison Heights, Michigan was quoted as saying "I believe that mechanical engineers with a mechatronics background will have a better chance of becoming managers. We see mechatronics as the career of the future for mechanical engineers." [9] John F. Elter, vice president of strategic programs at Xerox Corp. in Webster, N .Y believes "Classically trained mechanical engineers will run the risk of being left out of the interesting work. At Xerox, we need designers who understand the control theory well enough to synthesize a better design. These people will have much more of a chance to lead . One possibility is that the mechatronics practitioner will prototype the whole desig n, then the specialists in the various disciplines will take over the detail design." [9] The Need for Interdisciplinary Education Many engineered products and processes are developed by integrating multiple tec hnologies into a problem solution [6]. These technologies often span a variety of discipli nes, thereby increasing the complexities of design problems faced by engineers. If an enginee ring design team is composed of individuals trained in the classic disciplines (mechanical e ngineering, electrical engineering, chemical engineering ), it will be difficult to provide t he best design solution for interdisciplinary problems [6]. Mechatronics advances the ideas of interaction further with interdisciplinary thinking by individual engineers in addition to t he multidisciplinary team approaches. Tomizuka [8] supports this conclusion by stating Mechatronics may be interpreted as the best practice for the synthesis of engineering systems . Kevin Craig, Professor of Mechanical Engineering in the Department of Mechanical, Aerospace, and

Nuclear Engineering at Rensselaer Polytechnic Institute, states: "Mechatronics d oes not change the design process. It gives the engineer greater knowledge, so the concepts tha t are developed are better, and communication with other engineering disciplines is improved. Th e result is a highly balanced design [9]." Van Brussel, a robotics researcher, also supports mechatronics interdisciplinary education. In the IEEE/ASME Transactions on Mechatronics, Van Brussel wrote: "In the past, mac hine and product design has, almost exclusively, been the preoccupation of mechanical eng ineers. Solutions to control and programming problems were added by control and software engineers, after the machine had been designed by mechanical engineers. This sequential-eng ineering Proceedings of The 2006 IJME -INTERTECH Conference

approach usually resulted in suboptimal designs. Recently, machine design has be en profoundly influenced by the evolution of microelectronics, control engineering, and computer science. What is needed, as a solid basis for designing high-performance machine s, is a synergistic cross-fertilization between the different engineering disciplines. T his is exactly what mechatronics is aiming at; it is a concurrent-engineering view of machine d esign [10]." The lack of interdisciplinary education and its importance are claimed by MayerKrahmer [11]. Studies discussed by Mayer-Krahmer have concluded that technology should not be separated into the discrete classic disciplines. Mechatronic innovations are often stimula ted from an integrated discipline approach as opposed to the composite of disparate discipli nes [12]. The full potential of interdisciplinary solutions results from bridging the gap betw een product technologies and engineering disciplines [11][13]. In other studies by: 1) Assoc iation of American Colleges and Universities 2002 [14]; 2) National Research Council 2002 [15], 3) National Research Council 2003a [16]; 4) National Research Council 2003b [17]; a nd 5) Project Kaleidoscope 2002 [18]; science and engineering educators are urged to m ove toward more interdisciplinary education. Mechatronics Engineering Education Around the World There are no undergraduate Mechatronics Engineering programs in the State of Geo rgia. Mechatronics has been evolving in industry and education since its definition in 1969 and is now widely recognized around the world. The Accreditation Board of Engineering a nd Technology (ABET) / Engineering Accreditation Commission (EAC) is charged with engineering education accreditation in the United States. The Washington Accord is an agreement between ABET and the similar accrediting agencies in Australia, Canada , Hong Kong, Ireland, Japan, New Zealand, South Africa, and the United Kingdom. The mem bers of the accord recognize the substantial equivalency of accreditation systems of org anizations holding signatory status and the engineering education programs accredited by th em. Table 2 lists the accrediting agencies that participate in the Washington Accord. Table 2 - Accreditation Agencies Recognized by the Washington Accord Agency Abbrev. Accrediting Agency Name IEA The Institution of Engineers Australia HKIE The Hong Kong Institution of Engineers EI Engineers Ireland

ENZ Engineers New Zealand ECSA Engineering Council of South Africa ECUK Engineering Council United Kingdom ABET/EAC Accreditation Board for Engineering & Technology / Engineering Accredit ation Commission CDPE Canadian Council of Professional Engineers JABEE Japan Accreditation Board for Engineering Education Proceedings of The 2006 IJME -INTERTECH Conference

Table 3 lists undergraduate mechatronic degrees recognized through the Washingto n Accord. In the July 2002 issue of the Journal of Engineering Education [20], Shooter and McNeill state that engineering curricula internationally are recognizing the need to develop e ngineers that are proficient across traditional engineering fields. The 42 Mechatronic Engineering Programs recognized by ABET shown in Table 3, representing seven countries, support Shoot er and McNeill s conclusions. Table 3 - Undergraduate Mechatronic Degrees Recognized by ABET / EAC Institution Degree Name BS - Bachelor of Science BEng - Bachelor of Engineering BME - Bachelor of Mechanical Eng. Agency (See Table 2) First Accredited Australian National University, Canberra, Australia BEng Mechatronics Systems IEA 2002 Curtin University of Technology, Perth Australia BEng Mechatronic Engineering IEA 1998 Deakin University, Australia BEng Mechatronics IEA 1996 Deakin University Singapore Pathway, Australia BEng Mechatronics IEA 1997 James Cook University of North Queensland, Australia BEng Mechatronics Engineering IEA 1996 Monash University, Clayton, Australia BEng Mechatronics Engineering IEA 2003 Monash University, Gippsland, Australia BEng Mechatronics Engineering IEA 1999 Monash University, Malaysia BEng Mechatronic Engineering IEA 2001 Swinburne University of Technology, Hawthorn, Australia BEng Robotics and Mechatronics IEA 1999 University of Adelaide, Adelaide, Australia

BEng Mechatronic Engineering IEA 1997 The University of Newcastle, Callaghan, Australia BEng Mechatronics Engineering IEA 2000 The University of Newcastle Singapore Pathway, Australia BEng Mechatronics Engineering IEA 2001 The University of New South Wales, Sydney, Australia BEng Mechatronics Engineering IEA 1980 The University of Queensland, Brisbane, Australia BEng Mechatronic Engineering IEA 2002 University of Southern Queensland, BEng Mechatronic IEA 1995 Proceedings of The 2006 IJME -INTERTECH Conference

Institution Degree Name BS - Bachelor of Science BEng - Bachelor of Engineering BME - Bachelor of Mechanical Eng. Agency (See Table 2) First Accredited Toowoomba, Australia Engineering University of Sydney, Sydney, Australia BEng Mechatronic Engineering IEA 1991 University of Tasmania, Hobart, Australia BEng Mechatronics Engineering IEA 2001 The University of Western Australia, Perth, Australia BEng Mechatronics IEA 2000 University of Western Sydney, Sydney, Australia BEng Robotics and Mechatronics IEA 1999 University of Wollongong, Wollongong, Australia BEng Mechatronics IEA 2002 City University of Hong Kong, Kowloon, Hong Kong BEng Degree in Mechatronic Engineering HKIE Dublin City University, Dublin, Ireland BEng in Mechatronic Engineering EI Massey University, Albany, New Zealand BEng Mechatronics ENZ 1999 University of Cape Town, South Africa BS in Engineering Mechatronic Engineering ECSA 1997 Blackpool & The Fylde College, UK BEng Mechatronics ECUK 2004 Brunel University, UK BEng Integrated Engineering Mechatronics ECUK 1998 University of Hull, UK BEng Mechatronics ECUK 1992 East Lancashire Institute of Higher Education Blackburn, UK BEng Mechatronics ECUK 2004 University of Lancaster, UK BEng Mechatronic Engineering ECUK 1987 University of Lancaster, UK BEng Mechatronic Systems Engineering ECUK 1986 Liverpool John Moores University -

Liverpool Polytechnic, UK BEng Integrated Engineering Mechatronics ECUK 1999 University of London - King's College, UK BEng Mechatronics ECUK 1998 University of Manchester, UK BEng Mechatronic Engineering ECUK 2005 Proceedings of The 2006 IJME -INTERTECH Conference

Institution Degree Name BS - Bachelor of Science BEng - Bachelor of Engineering BME - Bachelor of Mechanical Eng. Agency (See Table 2) First Accredited Manchester Metropolitan University - Manchester Polytechnic, UK BEng Mechatronics (Automation & Control) ECUK 1997 University of Newcastle upon Tyne, UK BME with Mechatronics ECUK 1997 Sheffield Hallam University Sheffield City Polytechnic, UK BEng Mechatronics ECUK 1996 (2002) Staffordshire University - North Staffordshire Polytechnic, UK BEng Mechatronics ECUK 1996 (2002) University of Surrey, UK BME with Mechatronics ECUK 1991 University of Sussex, UK BEng Mechatronics ECUK 1996 Napier University - Napier Polytechnic of Edinburgh, UK BEng Mechatronics ECUK 2004 Glamorgan University - Polytechnic of Wales, UK BEng Mechatronic Engineering ECUK 1995 California State University, Chico, CA BS in Mechatronics Engineering ABET/ EAC 1998 Mechatronics Engineering Education in the United States In the United States, Mechatronics Engineers tend to emerge from masters degree programs after a first degree in mechanical or electrical engineering [21]. There is only one U.S. undergraduate program offering an ABET accredited degree in mechatronics; Califo rnia State University, Chico Bachelor of Science in Mechatronics Engineering. Beginning fal l semester 2005, Colorado State University in Pueblo has offered a Bachelor s of Eng ineering in Mechatronics with the goal of ABET accreditation in 2011. Of the forty-two accre dited (or equivalent) Bachelor s degrees in mechatronics recognized by ABET, only one degree is from a university in the United States. Hsu stated in the April 1999 Journal of Engin eering Education that The need for formalized mechatronics education in the US is thus l ong overdue [21]. In his study, he concluded there is a clear need for BS engineering

graduates with knowledge and skill in mechatronics by American industry. While there is a lack of undergraduate Mechatronics programs in the United State s, there has been a lot of research on the subject of mechatronics. The National Science Foun dation has made forty-six mechatronic grant awards since 1992 for $6.5 million as shown in Table 4. There have been many more awards related to mechatronics technology (i.e., robot ics, automated manufacturing, motion control, etc.); however, only awards with mechat ronics as the primary topic were listed. Proceedings of The 2006 IJME -INTERTECH Conference

Table 4 - National Science Foundation Grants for Mechatronics Since 1992 Award# NSF Grant Title Awarded to Date Start Date 9213542 Engineering Faculty Internship: Mechatronic Design & Constr. of a Materials Handling Test Apparatus $24,208 15-Jun-92 9300025 A Design Information System for Concurrent Engineering with Application to Mechatronics Design $238,311 1-Jul-93 9352301 Design Of Mechatronic Systems $93,911 1-Jul-93 9354913 Mechatronics in Machine Tool Research. (Focus Area-Machine Tool Research) $557,500 1-Oct-93 9354403 Design of Electro-Mechanical (Mechatronic) Systems An Integrated Inter-Departmental Curriculum $110,000 1-Jun-94 9414585 Integrated Structure/Control Design of Mechatronic Systems Using a Recursive Structure Reinforcement Method $225,000 1-Oct-94 9455124 Preparing Leaders for Mechatronics Education $150,000 1-Jan-95 9455395 Undergraduate Curriculum Development on Mechatronic Systems Engineering $494,279 1-Feb-95 9513162 East Asia & Pacific Regional Workshop: Mechatronics Technology in San Jose, CA, May 1924, 1996 $49,957 1-Mar-96 9622220 REG: Development of a Mechatronics Workstation $42,266 1-Aug-96 9651083 The Mechatronics Design Workshop $41,000 15-Aug-96 9632828 Mechatronic Design and Control of Media Handling Mechanisms for Printing Engines $197,426 15-Sep-96 9634796 Control Theory for Nonlinear, Distributed, Mechatronic Systems with Applications $63,834 1-Jan-97 9652937 Learning by Tinkering: Applications of a PC Printer Port in Mechatronics $120,000 1-Mar-97 9706642 International Conference on Advanced Intelligent Mechatronics; Waseda University, Tokyo, Japan; June 16-20, 1997 $26,000 1-Mar-97 9619992 Research Experience for Undergraduates in Mechatronics and Smart Structures $238,441 1-Apr-97 9751387 Development of a New Multidisciplinary Undergraduate Mechatronics Laboratory $64,196 1-Jul-97 9722870 Mechatronic Design Course and Japan Site Visits $15,660 1-Aug-97 9750672 Mechatronics Experiments in Mechanical Engineering Laboratory $57,815 1-Aug-97 Proceedings of The 2006 IJME -INTERTECH Conference

Award# NSF Grant Title Awarded to Date Start Date 9751050 Undergraduate Mechatronics Laboratory $86,583 1-Aug-97 9820071 US-Turkey Workshop: Recent Advances in Mechatronics, Istanbul, Turkey, May 24-26, 1999 $12,000 1-Mar-99 9950782 Development of a Remote Access Internet Based Mechatronics/Process Control Laboratory $99,998 1-Jul-99 9950862 Mechatronics: A Comprehensive Interdisciplinary Curriculum Development $90,000 1-Jul-99 9906233 US-Turkey Cooperative Research: Application of VLSI Based Soft Computing to Mechatronics $35,000 1-Aug-99 9952301 Development of a Mechatronics and Intelligent Machines Laboratory $31,000 15-Feb-00 1455 Mechatronics Education Workshop $25,000 15-Aug-00 84934 Automated Design of Mechatronic Systems Using Bond Graphs and Genetic Programming $308,698 15-Aug-00 196045 US-Turkey Cooperative Research: Application of VLSI Based Soft Computing to Mechatronics $29,500 8-Nov-00 93312 CAREER: Multi-task-domain Distributed Manipulation and Mechatronics Education $336,513 15-Mar-01 93744 CAREER: A Mechatronic Framework for Magnetic Suspension Technology $375,000 1-Jun-01 126966 Microcontroller/Mechatronics Education of NonElectrical Engineering Students $71,000 15-Jan-02 139117 REU: Summer Research Experiences for Undergraduates in Micro Mechatronic Systems $366,199 1-Mar-02 126709 A Multidisciplinary Control Laboratory $63,000 1-May-02 230544 Converging Technologies: The New Frontier in Engineering Education $100,000 1-Oct-02 227479 Research Experience for Teachers Site in Mechatronics $450,000 1-Jan-03 336439 Partial Travel Support for US Researchers to Attend 2003 IEEE/ASME Advanced Intelligent Mechatronics Conference (AIM03) $10,000 15-Jul-03 309719 New Course Development in Advanced Mechatronics $174,192 15-Sep-03 352771 U.S.-Turkey Cooperative Research: Silicon Implementation of Computational Intelligence for Mechatronics $37,000 15-May-04 423288 U.S-Turkey Workshop on "Mechatronics, Control & Automation", Istanbul & Kusadasi, Turkey, June

2004 $22,867 1-Jul-04 428917 SST: Control-oriented Optimal Multisensor Design and Microfabrication for Structural Vibration $380,001 1-Aug-04 Proceedings of The 2006 IJME -INTERTECH Conference

Award# NSF Grant Title Awarded to Date Start Date Suppression in Mechatronic Systems (GOALI) 423739 RR:CISE Instrumentation: Remote Research Capability with Hardware-in-the-loop Simulators for Mechatronic Systems $49,866 15-Aug-04 443484 Travel Support for US Attendees at the Third International Federation of Automatic Control (IFAC) Symposium on Mechatronic Systems $5,000 1-Sep-04 451274 US-Japan Cooperative Program on Sensors, Smart Structures, and Mechatronic Systems $150,000 15-Sep-04 520155 Partial Student Travel Support for US Students to Attend 2005 IEEE/ASME Advanced Intelligent Mechatronics Conference (AIM'05); Monterey, CA; July 24-28, 2005 $5,000 1-Jul-05 531531 Joint U.S.-China Workshop on Integrated Sensing Systems, Mechatronics and Smart Structures Technologies; September 19-21, 2005; Shandong Province, China $30,560 1-Jul-05 529451 Sensors: Sensing Rich Drive Trains for Modern Mechatronic Systems $290,001 15-Aug-05 Total Mechatronic Awards $6,443,782 Student Demand for a Mechatronics Engineering Degree Since inception in 2003, SPSU has formed and operated the Georgia Boosting Engin eering, Science, and Technology (BEST) Robotics K-12 outreach program. Corporate sponsor s and many dedicated individuals from industry and academia have volunteered each year to support the Georgia BEST robotic competitions. Southern Polytechnic has been the host ve nue for the 2003, 2004, & 2005 State of Georgia competitions. The BEST competition motivates students by challenging them to build a remotely controlled robot that accomplishes a defined task within a competitive setting. A professio nal engineer and a school coach guide student teams through the engineering process. Using on ly the materials provided, students have six weeks to design, develop, and test a robot that can outperform their competitors. During this time, the students experience the same problems, challenges, and breakthroughs that an engineering team encounters when it takes a product to market. In all cases, there are team dynamics, time constraints, material constr aints, and pressure from other teams who are trying to solve the same problem. Placed in a real situation, with real problems, the students provide real (and ingenious) solutions.

In the 3 years of operation, the number of participating schools has doubled, be ginning with 12 high schools in 2003. In 2005, 24 high school and middle school teams from acros s the state competed; drawing about 1,500 students, parents, and supporters to the event. In the near Proceedings of The 2006 IJME -INTERTECH Conference

future, additional venues will have to be added because the SPSU facility is nea r capacity for the size of the competition. The rapid growth of the Georgia BEST Robotics compe tition leads to the conclusion that there is significant high school student interest in robo tics. Robotics is one of the primary applications of mechatronic principles. Figure 2 shows the number of high school students across the U.S that competed i n the BEST Robotics Competition for the last 9 years. The number of BEST competitors has co ntinually increased since its inception. Boost Engineering, Science, & Technology Robotics Competition Students 0 2000 4000 6000 8000 10000 1992 2002 2004 2006 1994 1996 1998 2000 Year Figure 2 - BEST Robotics Competition Student Growth SPSU is also a regional sponsor for the FIRST (For Inspiration and Recognition o f Science and Technology) Robotics Competition. FIRST has grown to more than 25,000 high schoo l students in its annual national competition. As shown in Figure 3, high school s tudent interest in FIRST robotics continues to show significant growth. Proceedings of The 2006 IJME -INTERTECH Conference

FIRST Robotics Growth 0 100 200 300 400 500 600 700 1990 1992 1994 1996 1998 2000 2002 2004 Year Teams 0 5000 10000 15000 20000 25000 30000 Students Teams Students FIRST Robotics Growth 0 100 200 300 400 500 600 700 1990 1992 1994 1996 1998 2000 2002 2004 Year Teams 0 5000 10000 15000 20000 25000 30000 Students Teams Students Figure 3 - First Robotics Competition Student Growth Both the BEST and FIRST competitions are sponsored by companies(notably Siemens, NASA, Lockheed, Scientific Atlanta, etc.) that want to foster students interest in gene ral engineering and mechatronics in particular. B.S. in Mechatronics Engineering Curriculum The B.S. Mechatronics Engineering degree proposed by Southern Polytechnic is des igned to be 128 hours. The program will consist of the University System of Georgia (USG) Co re curriculum, the Electrical Engineering Core, the Mechanical Engineering Core, So ftware Engineering, and Mechatronics Engineering. The mechatronics program hours by com ponent

are as follows: USG Core Curriculum 60 credit hours o Area A Essential Skills 9 Hours Composition I Composition II 3 Hours 3 Hours

Calculus I 4 Hours (1 extra hour carried over to Area F) o Area B Institutional Options 4 Hours Public Speaking 2 Hours 2 Hours 6 Hours

Science, Technology, and Society o Area C Humanities / Fine Arts Literature of the World World Literature 3 Hours 3 Hours 3 Hours 3 Hours

3 Hours (Any One)

Western Literature I Western Literature II British Literature

American Literature 3 Hours Proceedings of The 2006 IJME -INTERTECH Conference

Art and Culture of the World Art Appreciation Drama Appreciation Music Appreciation Elementary French II Elementary German II 3 Hours 3 Hours 3 Hours 3 Hours 3 Hours

3 Hours (Any One)

Elementary Spanish II 3 Hours o Area D Science, Mathematics, and Technology Principles of Physics I Principles of Physics II 4 Hours 4 Hours

11 Hours

Discrete Mathematics 3 Hours o Area E Social Sciences 12 Hours American Context U.S. History I U.S. History II 3 Hours (Any One) 3 Hours 3 Hours 3 Hours

American Government World History

3 Hours (Any One) 3 Hours 3 Hours 3 Hours

World Civilization: Ancient World Civilization: Medieval World Civilization: Modern Behavioral Sciences

3 Hours (Any One) 3 Hours 3 Hours

Introduction to Economics

Introduction to General Psychology Culture & Societies

3 Hours (Any One) 3 Hours

Introduction to Anthropology Ethnic Studies 3 Hours

Introduction to Human Geography Global Issues World Religion o 3 Hours 3 Hours

3 Hours

Area F

Related to Major of Study 4 Hours

18 Hours

Principles of Chemistry I Technical Writing 3 Hours

Ordinary Differential Equations Probability & Statistics Calculus II 4 Hours 3 Hours

3 Hours

Core Area A Carry Over of 1 Hour Mechanical Engineering Courses 23 Hours o Survey of Engineering Graphics 2 Hours o Statics 3 Hours o Dynamics 3 Hours o Strength of Materials & Engineering Materials 4 Hours o Fluid Mechanics 4 Hours o Machine Dynamics for Mechatronics Engineers 3 Hours o Instruments and Controls 4 Hours Proceedings of The 2006 IJME -INTERTECH Conference

Electrical Engineering Courses o Circuits 4 Hours o Digital Circuits 4 Hours o Electronics I 4 Hours o Electric Machines 4 Hours o Control Systems 4 Hours

20 Hours

Software Engineering Courses 8 Hours o Software Engineering I 4 Hours o Software Engineering II 4 Hours Mechatronics Engineering Courses 14 Hours o Survey of Mechatronics Engineering 1 Hour o Mechatronics Engineering Fundamentals 3 Hours o Robotics Analysis and Synthesis 3 Hours o Digital Controls for Mechatronics Engineering 3 Hours o Mechatronics System Design 4 Hours The Mechatronics Engineering curriculum is shown graphically in Figure 4. The core curriculum courses are detailed in Figure 5 and the course sequences are illustrated in the curriculum flowchart pr ovided in Figure 6. The program delivery format at SPSU will be focused on applied enginee ring; providing a mixture of lecture and laboratory. Proceedings of The 2006 IJME -INTERTECH Conference

Figure 4 - Bachelor of Science Mechatronics Engineering Curriculum Diagram Figure 5 - Bachelor of Science Mechatronics Engineering Core Curriculum Proceedings of The 2006 IJME -INTERTECH Conference

Major Elective Courses - Any One (3 hrs) ENGR 2110 Circuits (4 hrs) MTRE 2200 Digital Circuits (4 hrs) ENGR 2300 Electronics I (4 hrs) ENGR 3500 Electric Machines (4 hrs) ENGR 4610 Control Systems (4 hrs) SWE 1301 Software Engineering I (4 hrs) MATH 2260 Probability & Statistics (3 hrs) USG Core F-5 ENGR 2214 Statics (3 hrs) ENGR 3122 Dynamics (3 hrs) ENGR 3101 Fluid Mechanics (4 hrs) MTRE 2500 Strength of Materials & Engineering Materials (4 hrs) MTRE 3500 Machine Dynamics for Mechatronics Engineers (3 hrs) ENGR 4421 Instruments and Controls (4 hrs) MTRE 1500 Mechatronics Engineering Fundamentals (3 hrs) MTRE 4000 Digital Controls for Mechatronics Engineering (3 hrs) MTRE 4200 Robotics Analysis and Synthesis (3 hrs) MTRE 4400 Mechatronics System Design (4 hrs) SPCH 2400 Public Speaking USG Core B-1 (2 hrs) STS 2400

Science, Tech., & Society USG Core B-2 (2 hrs) HIST 2111 or 2112 U.S. History or POLS 1101 American Gov t USG Core E-1 (3 hrs) HIST 1011, 1012, or 1013 World History USG Core E-2 (3 hrs) ECON 1101 or PSYC 1101 Behavioral Sciences USG Core E-3 (3 hrs) ANTH 1102, ES 1100, GEOG 1101, POLS 2401, or RELG 1200 Cultures & Societies USG Core E-4 (3 hrs) ENGL 21XX Literature USG Core C-1 (3 hrs) Arts or Culture USG Core C-2 (3 hrs) CHEM 1211K Principles of Chemistry I USG Core F-1 (4 hrs) TCOM 2010 Technical Writing USG Core F-3 (3 hrs) MATH 2306 Ordinary Differential Eq. USG Core F-4 (3 hrs) MTRE 1000 Survey of Mechatronics Engineering (1 hr) MATH 2345 Discrete Mathematics (3 hrs) USG Core F-6 PHYS 2211K Principles of Physics I USG Core D-1 (4 hrs) PHYS 22121K Principles of Physics II USG Core D-2 (4 hrs) MATH 2254 Calculus II USG Core D-3 (4 hrs) ENGL 1101 Composition I USG Core A-1 (3 hrs) ENGL 1102

Composition II USG Core A-2 (3 hrs) MATH 2253 Calculus I USG Core A-3 (4 hrs) Bachelor of Science in Mechatronics Engineering - Program Flow Chart Semester Se mester (15 hrs) (17 hrs) (17 hrs) (16 hrs) (17 hrs) (13 hrs) (17 hrs) (16 hrs) (128 Total Hrs) 6/2006 SWE 1302 Software Engineering II (4 hrs) MTRE 4500 Intelligent Control Systems (3 hrs) MTRE 4900 Digital Signal Processing (3 hrs) CS 3153 Database Systems (3 hrs) Co Co ENGR 1210 Survey of Engineering Graphics (2 hrs) Major Elective Courses - Any One (3 hrs) ENGR 2110 Circuits (4 hrs) MTRE 2200 Digital Circuits (4 hrs) ENGR 2300 Electronics I (4 hrs) ENGR 3500 Electric Machines (4 hrs) ENGR 4610 Control Systems (4 hrs) SWE 1301 Software Engineering I (4 hrs) MATH 2260 Probability & Statistics (3 hrs) USG Core F-5 ENGR 2214 Statics

(3 hrs) ENGR 3122 Dynamics (3 hrs) ENGR 3101 Fluid Mechanics (4 hrs) MTRE 2500 Strength of Materials & Engineering Materials (4 hrs) MTRE 3500 Machine Dynamics for Mechatronics Engineers (3 hrs) ENGR 4421 Instruments and Controls (4 hrs) MTRE 1500 Mechatronics Engineering Fundamentals (3 hrs) MTRE 4000 Digital Controls for Mechatronics Engineering (3 hrs) MTRE 4200 Robotics Analysis and Synthesis (3 hrs) MTRE 4400 Mechatronics System Design (4 hrs) SPCH 2400 Public Speaking USG Core B-1 (2 hrs) STS 2400 Science, Tech., & Society USG Core B-2 (2 hrs) HIST 2111 or 2112 U.S. History or POLS 1101 American Gov t USG Core E-1 (3 hrs) HIST 1011, 1012, or 1013 World History USG Core E-2 (3 hrs) ECON 1101 or PSYC 1101 Behavioral Sciences USG Core E-3 (3 hrs) ANTH 1102, ES 1100, GEOG 1101, POLS 2401, or RELG 1200 Cultures & Societies USG Core E-4 (3 hrs) ENGL 21XX Literature USG Core C-1 (3 hrs)

Arts or Culture USG Core C-2 (3 hrs) CHEM 1211K Principles of Chemistry I USG Core F-1 (4 hrs) TCOM 2010 Technical Writing USG Core F-3 (3 hrs) MATH 2306 Ordinary Differential Eq. USG Core F-4 (3 hrs) MTRE 1000 Survey of Mechatronics Engineering (1 hr) MATH 2345 Discrete Mathematics (3 hrs) USG Core F-6 PHYS 2211K Principles of Physics I USG Core D-1 (4 hrs) PHYS 22121K Principles of Physics II USG Core D-2 (4 hrs) MATH 2254 Calculus II USG Core D-3 (4 hrs) ENGL 1101 Composition I USG Core A-1 (3 hrs) ENGL 1102 Composition II USG Core A-2 (3 hrs) MATH 2253 Calculus I USG Core A-3 (4 hrs) Bachelor of Science in Mechatronics Engineering - Program Flow Chart Semester Se mester (15 hrs) (17 hrs) (17 hrs) (16 hrs) (17 hrs) (13 hrs) (17 hrs) (16 hrs) (128 Total Hrs) 6/2006 SWE 1302 Software Engineering II (4 hrs) MTRE 4500 Intelligent Control Systems (3 hrs) MTRE 4900 Digital Signal Processing

(3 hrs) CS 3153 Database Systems (3 hrs) Co Co ENGR 1210 Survey of Engineering Graphics (2 hrs) Figure 6 - Bachelor of Science in Mechatronics Engineering Program Flow Chart Conclusions As evidenced by the continued growth in the FIRST and BEST robotics competitions , a clear conclusion can be made that high school students have a great interest in mechan isms and electronics (Mechatronics) and that interest is showing a significant increase. In an impact study, FIRST Robotics concluded that competition students are more than three ti mes as likely to major specifically in engineering as compared to non-competing students [29]. The lack of interdisciplinary education and its importance are documented [11]. Higher education in the United States is not keeping pace with the rest of the world in offering interdisciplinary degrees in mechatronics. Mechatronics has been evolving in ind ustry and education since its definition in 1969 and is now widely recognized around the w orld. There are forty-two undergraduate Mechatronics Engineering Programs recognized by the Accreditation Board of Engineering and Technology (ABET) / Engineering Accredita tion Commission (EAC). These programs are offered in 7 countries. However, only one o f the 42 degree programs is from a university in the United States. While many may acknow ledge the importance of interdisciplinary education and specifically mechatronics engineer ing, it is apparent with only one accredited program, the U.S. higher education system has been slow to develop programs compared with other parts of the world. Proceedings of The 2006 IJME -INTERTECH Conference

There is a critical shortage of students enrolled in Science and Engineering fie lds. The trend is significant to the point where the economic welfare and security of the United S tates is threatened [19]. To counter this trend, universities need to create interdiscipl inary programs that will attract students and also meet the work force requirements of industry . References [1]. T. More, "Mecha-tronics," Yaskawa Internal Trademark Application Memo 21.13 1.01, July 12, 1969. [2]. Japan Trade Mark Kohhoku, Class 9, Shou 46-32713, 46-32714, Jan. 1971. [3]. Japan Trade Registration No. 946594, Jan. 1972. [4]. ABET Engineering Accreditation Commission, Criteria For Accrediting Engineer ing Programs, Effective for Evaluations During the 2006-2007 Accreditation Cycle , October, 29, 2005, Balitmore, MD. [5]. Harashima, F., Tomizuka, M. and Fukuda, T., Mechatronics- What Is It, Why, and How? An Editorial , IEEE/ASME Transactions on Mechatronics, Vol. 1, pp. 1-4, 1996. [6]. D.M., "What is mechatronics?", IEEE/ASME Transactions on Mechatronics, vol. 1, no. 1, pp. 5-9, March 1996. [7]. Jones, R.W., Mace, B.R., & Tham, M.T., The Evolution of Mechanical Engineeri ng Curricula: Mechatronics , International Conference on Engineering Education, Augus t 18-21, 2002, Manchester, United Kingdom. [8]. Tomizucka, M., Mechatronics: from the 20th to 21st Century , 1st IFAC Conferen ce on Mechatronics, Darmstadt, 2000. [9]. Ashley, S., Getting a hold on mechatronics , Mechanical Engineering, May 1997, pp. 60-63, The American Society of Mechanical Engineers, [10]. Van Brussel, H.M.J., Mechatronics a powerful concurrent engineering framewo rk , IEEE/ASME Transactions on Mechatronics, Volume 1, Issue 2, pp. 127-136, June 1996. [11]. Meyer-Kramer F., Science-based technologies and interdisciplinary: Challeng es for firms and policy . In Edquist C. (editor): Systems of Innovation. Technologies, Institutions and Organizations, London 1997, pp. 298-317. [12]. Iglsbock, E., Synergy benefits from symbiosis , Science News, Institution of Electrical Engineers, United Kingdom, July 31, 2002. Proceedings of The 2006 IJME -INTERTECH Conference

[13]. Wikander, J. and Torngren, M.,

Mechatronics as an engineering science , Proceedings

of Mechatronics98 International Conference, Skovde, Sweeden, September 1998, Published by Elsevier science ltd. ISBN 0-08-043339-1. [14]. Association of American Colleges and Universities, Greater Expectations: A New Vision for Learning As a Nation Goes to College , 2002, Washington, DC. [15]. National Research Council. 2002. The Knowledge Economy and Postsecondary Education: Report of a Workshop , Edited by P. A. Graham and N. G. Stacy. Washington, DC: National Academy Press, 2002. [16]. National Research Council. 2003a. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics , Washington, DC, National Academy Press, 2003. [17]. National Research Council. 2003b. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop , Washington, DC, National Academy Press, 2003. [18]. Project Kaleidoscope, Recommendations for Action in Support of Undergraduate Science, Technology, Engineering, and Mathematics: Report on Reports , Washington, DC, 2002. [19]. National Science Board, An Emerging and Critical Problem of the Science and Engineering Labor Force , A Companion to Science and Engineering Indicators 2004, NSB 04-07, January 2004. [20]. Shooter, S. and McNeill, M., Interdisciplinary Collaborative Learning in Mechatro nics at Bucknell University , Journal of Engineering Education, July 2002, Vol. 91, No. 3. [21]. Hsu, Tai-Ran, Development of an Undergraduate Curriculum in Mechatronics Systems Engineering , Journal of Engineering Education, April 1999, Vol. 88, No. 2 . [22]. Packaging Machinery Manufacturer s Institute, 11th Annual Shipments and Outlook Study , Arlington Virginia, September 2005. [23]. Ryan, K. J., Minnesota Center for Advanced Manufacturing Automation , Society of Manufacturing Engineers, Manufacturing Education Plan Grant, 2004. [24]. Kaplan, M. D. G. and Duvall, M., Mechatronic Packaging Machinery is Great, As Long As Long As You Have The Appropriate Training , Packaging Machinery

Technology Newsletter, May / June 2005 Issue. [25]. National Science Board, Science and Engineering Indicators 2002 , National Science Foundation, Division of Science Resources Statistics, Arlington, VA, January 200 2. [26]. Society of Manufacturing Engineers Foundation, Manufacturing Education Plan Phase III: 2001-2002 Critical Competency Gaps", Society of Manufacturing Engineers, Dearborn, Michigan, 2002. [27]. Wessel, D., In Spite of Offshoring, U.S. Students Can Still Engineer a Career , The Wall Street Journal, June 16, 2005. Proceedings of The 2006 IJME -INTERTECH Conference

[28]. Schupska, S., UGA alumni guide engineering students into careers , Georgia Faces, The University of Georgia College of Agricultural and Environmental Services New s Letter, November 15, 2005. [29]. FIRST Robotics, Biographies R. Glenn Allen is Associate Professor of Mechanical Engineering Technology at So uthern Polytechnic State University in Marietta, Georgia. He joined the faculty at Sout hern Polytechnic in September 1995. He has over 15 years of industrial experience as a Flight Test Engineer with the Lockheed-Georgia Company and as a Field Sales Engineer with th e Intel Corporation. He has a BSMET from Southern College of Technology and a MSCS from Southern Polytechnic State University. He also serves as Director of Georgia BES T (Boosting Engineering, Science, and Technology) Robotics. Proceedings of The 2006 IJME -INTERTECH Conference Annual Report 2005 , Manchester, NH, 2005.