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A New Responsive Model for Educational Programs for Industry: The University of Detroit Mercy Advanced Electric Vehicle Graduate Certificate Program

机译：一种新的行业教育计划响应模型：底特律大学慈悲高级电动汽车研究生课程

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Today's automotive and electronics technologies are evolving so rapidly that educators and industry are both challenged to re-educate the technological workforce in the new area before they are replaced with yet another generation. In early November 2009 Ford's Product Development senior management formally approved a proposal by the University of Detroit Mercy to transform 125 of Ford's "IC Engine Automotive Engineers" into "Advanced Electric Vehicle Automotive Engineers." Two months later, the first course of the Advanced Electric Vehicle Program began in Dearborn. UDM's response to Ford's needs (and those of other OEMs and suppliers) was not only at the rate of "academic light speed," but it involved direct collaboration of Ford's electric vehicle leaders and subject matter experts and the UDM AEV Program faculty. In fact, before teaching each course, the UDM engineering and science professors will work for one or two months in the Ford engineering group that is directly involved in the design and development of the systems that the course focuses on (batteries, edrive systems, power electronics, etc). The prime architects of this process and curriculum include the UDM dean, associate dean and faculty of engineering and science from UDM, and Ford Learning & Development managers and Product Development leaders from Sustainable Mobility Technologies and Research & Advanced organizations. Such a rapid and highly responsive curriculum development is not the norm in academia. To accomplish this outcome UDM had to be more customer-focused like industry and Ford needed to embrace academic priorities and provide access to its electric vehicle SMEs by UDM faculty. The paper will discuss the following related issues: building the relationship and trust between Ford and UDM; collaborative development; "just in time" development and deployment of curriculum; shared investment; modularizing education (it doesn't always have to be in "degree-sized chunks"), linking suppliers and OEMs; balancing service to corporations and service to students.
机译：今天的汽车和电子技术正在发展如此迅速，因为教育工作者和行业都挑战在替换新地区的新领域之前重新教育新区。 2009年11月初，福特的产品开发高级管理层正式批准了底特律大学康迪大学的提案，将125名福特的“IC发动机汽车工程师”转换为“先进的电动汽车汽车工程师”。两个月后，先进的电动汽车程序的第一课程始于迪尔伯恩。 UDM对福特的需求（以及其他OEM和供应商）的回应不仅以“学术光速”的速度而言，而且它涉及福特电动汽车领导人和主题专家和UDM AEV计划教师的直接合作。事实上，在教导每门课程之前，UDM工程和科学教授将在福特工程集团中工作一两个月，直接参与课程专注于（电池，eDRive系统，电力的系统的设计和开发电子等）。该过程和课程的主要建筑师包括来自UDM的UDM Dean，副院长和工程和科学学院，以及来自可持续移动技术和研究和高级组织的福特学习和开发经理和产品开发领导者。这种快速和高度响应的课程开发并不是学术界的常态。为了实现这一结果，UDM必须更加以​​客户专注于行业和福特，需要接受学术优先事项，并通过UDM教师提供对其电动车中小企业的访问。本文将讨论以下相关问题：建立福特和UDM之间的关系和信任;协同发展; “正常”的发展和部署课程;共享投资;模块化教育（它并不总是在“学位大小的块”中），链接供应商和OEM;平衡服务到学生的公司和服务。

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