Beyond understanding the differences between process and discrete manufacturing, how can educators prepare students — future engineers and technicians — for a career in process control? Opinions differ, but there are automation and control experts who agree on how to approach helping students on the process control career path.
Theory versus pragmatism
Mathematics is inextricably linked to control theory on so many levels. But how much math is necessary to prepare future engineers and technicians for a career in process control? It depends on who you ask. However, many experts defer to a practical approach to learning how to apply process control operation.
“The basics of control theory and proportional-integral-derivative (PID) need to be understand for anyone practicing process control,” said Patrick Dixon, PE, PMP, president of system integrator Dixon Process Automation Services Inc. “Most students are sophomores or juniors and have had calculus and perhaps differential equations, so PID can be explained. LaPlace transforms are not a requirement unless the student wants to know how to read control theory. For most practicing engineers, LaPlace is not a requirement.”
“Many textbooks seem to focus on the ‘glorious’ mathematics of control (for example, solving differential equations by inverting LaPlace transforms and using the method of partial fractions), which practicing engineers don’t do,” said ISA Fellow Russ Rhinehart, retired, former president of the American Automatic Control Council and editor-in-chief of ISA Transactions. “Textbook authors should provide practice-relevant material. We need to prepare students to enter the [process control] practice, where the K.I.S.S. principle rules and purchased software does the calculations, which is different from preparing them for graduate studies, where mathematical skill is a priority and writing code is required to do the calculations.”
Michael Taube, principal consultant at S&D Consulting Inc. said, “Stay away from LaPlace transforms and frequency-based transfer functions unless they actually add value to understanding. Usually they don’t add any value and merely confuse students and practitioners.”
A workable curriculum
According to Dixon, in 2020, Miami University created a training program for students entering internships in automation. “The program is called ‘Systems Automation Springboard to Internships,’ referred to as ‘SASI.’ This three-week crash course is an introduction in fundamentals throughout 120 hours of class and lab work. It is not intended to produce automation experts; the intent is to introduce concepts and terminology so that students hit the ground running when they begin their internship. By all measures, it has been an outstanding success.”
Dixon created the syllabus and segregated the technical material into four categories: math, electrical, instruments and computer. “[Math] is introductory; we do not try to make students experts on the material. We want them to be aware of what is mathematically possible in industry. We also introduce the concepts of deadtime compensation, multivariable predictive control (MPC), prediction models, neural networks and optimization.”
Dixon’s electrical teaching focuses on troubleshooting. “Any practicing automation engineer at some point will have to troubleshoot, and without a fundamental understanding of electrical principles, this would be practically impossible,” he explained. “Sometimes you need to use the multimeter to confirm whether you have signals and whether the signals are right. Most students have been exposed to Kirchoff and Ohm in physics class, so that application in automation for troubleshooting is helpful. We do not cover power.”
Dixon said it is important for students to know there are different ways of measurement and actuation. When covering instruments, “we cover the different ways a property such as flow can be measured and why a particular approach would be better for a chosen application. We also cover different valves and their characteristics.”
The computer tends to be where 90% of the young automation engineer spend their time, according to Dixon. “Programming control logic and HMI [human-machine interface] tends to be the first work a student would get involved with. Some programming fundamentals are covered and students get their hands on PLC [programmable logic controller] and DCS [distributed control system] programming. Increasingly, computer networking, data communication and cybersecurity have become priorities for automation engineers. Software testing is also an important topic for any automation project. A broad introduction of computer skills helps prepare students for the nature of work in their internship.”
A different approach
Bill Battikha, president of Bergotech Inc., points out in his article, “Benefits of Online Courses in Process Automation,” that there is a shortage of process automation professionals. “This high-tech discipline is critical to the success and survival of a plant and yet it is typically learned “on the job” by many who lack proper training to make the correct decisions. We have all seen younger generations assuming responsibilities for which they are not properly trained as they take over from older experienced personnel who are retiring.”
Battikha wrote that the solution adopted by many organizations is online training. “University-level online courses are the future trend and are becoming more available. Online process automation training programs are currently available through University of Kansas Continuing Education. The university provides a certificate after successful completion of all sessions, including quizzes and final exams. Typically each of these certificate programs consists of three modules amounting to approximately 150 classroom hours. These programs are tailored to those who want to learn in an organized fashion, in a condensed time frame and from a practical point of view.”
Battikha explained the benefits of online courses:
"Employers have kept their employees at work, avoiding time lost for face-to-face courses, and they have saved precious funds by opting for the lower-cost online course. Employers have also improved the knowledge level of their employees, resulting in better job performance and improved business competitiveness, both of which benefit the company’s bottom line.
"Employees have acquired the knowledge needed for the successful implementation and operation of process automation, reducing costly errors. They have also earned a university certificate confirming their acquired knowledge and opening up possibilities for advancement as they can assume new technical responsibilities or apply for better opportunities.”
ISA process control training courses
The International Society of Automation (ISA) offers a variety of online training courses, both instructor-guided and self-paced, pertaining to process control.
Instructor-guided online training. This type of training allows you to learn at your own pace when it’s convenient for you to complete the assignments by the milestone deadline. The courses are expert-developed, detailed road map for learning the course material with weekly reading and course module viewing assignments. They include homework assignments, pre-recorded modules and opportunities to interact with fellow attendees. Instructors can be reached through email and through scheduled, instructor-led virtual discussions.
Self-paced modular training. Learn at your own pace at a time that is convenient for you. The courses are divded into pre-recorded modules with no time limits; registrants have one full year to access and complete the course. Notes and additional resources are included. Self-paced modular training courses provide the same course materials that are covered in other formats (if applicable).
Here's a list self-paced modular training courses ISA offers:
- Cybersecurity and Connectivity
- Assessing the Cybersecurity of New or Existing IACS Systems (IC33M)
- Communication Essentials for Industrial Automation Systems (TS07M)
- Cybersecurity Operations & Maintenance (IC37M)
- IACS Cybersecurity Design and Implementation (IC34M)
- Overview of Industrial Wireless Technology (IC85M)
- Overview of ISA/IEC 62443 for Product Suppliers (IC46M)
- Using the ISA/IEC 62443 Standards to Secure Your Industrial Control System (IC32M)
- Digital Transformation / Industry 4.0
- Introduction to Big Data (DT102M)
- Introduction to IIoT—The Industrial Internet of Things (DT101M)
- Operations and Management
- Automation Project Management (MT01M)
- Management of Alarm Systems (IC39M)
- Safety Instrumented Systems: A Life-Cycle Approach (EC50M)
- Technical Operations & Maintenance Roles in the Safety Lifecycle (EC51CTM)
- Process Automation and Control
- Certified Automation Professional (CAP) Associate Exam Review Course (EC01M)
- Certified Automation Professional (CAP) Exam Review Course (EC00M)
- Certified Control Systems Technician (CCST) Level 1 Review Course (TS00M)
- Continuous Process Analyzers and Sampling Systems (SP36M)
- Control Systems Technician Associate Exam Review Course (TS08M)
- Fundamentals of Industrial Process Measurement and Control (FG05M)
- ISA-95/IEC 62264 Enterprise-Control System Integration (E-CSI) Fundamentals (IC55M)
- SCADA Systems Integration (IC30M)
Final thoughts
The classic argument for a traditional four-year degree program is that it is designed to provide students with structure and discipline. Just as process control automation has evolved — and continues to do so — programs that prepare future control engineers and technicians must also evolve.
