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Computer science and engineering programs: Students want more hands-on learning, Siemens exec says

BY Lake SydneyJuly 07, 2022, 1:03 PM

Siemens plant in Leipzig for low-voltage switchgear, seen in June 2022. (Photo by Jan Woitas — dpa/Getty Images)

Over the next decade, more than 2 million openings for advanced manufacturing jobs in the U.S. may remain unfilled, according to a 2021 study by Deloitte and The Manufacturing Institute. The issue? Filling entry-level creation positions is challenging, in addition to the rapid pace of digital change in the industry, the study notes.

Companies not only have trouble filling low -wage, low -level manufacturing tasks. And don’t blame the payment. Even the entry level into advanced manufacturing jobs can take up to six figures regardless of the level of education. But Siemens, a global energy giant, is working with secondary, postecondary, and graduate schools to develop these skills on demand.

“Whether it’s computer science or software engineering or whatever — smart manufacturing — and a lot of this software-based work that we’ve seen really prepares students for getting high, high, high value dollars, ”Amanda Beaton, U.S. program manager at Siemens Cooperates with Education, said Swerte. “And the demand is growing exponentially.”

To address the issue of supply, global luck The 500 energy company Siemens is working with educational institutions to provide additional training for students interested in pursuing a career in advanced manufacturing.

After seeing success in Europe, Siemens Cooperates with Education was brought to the U.S. about a decade ago so that students could learn more about the company’s products and gain more experience in the higher end. software, hardware, and manufacturing technologies. Siemens pairs across the root of educational institutions: middle schools, high schools, universities, graduate schools, adult learning career centers, union training centers, and all that is in between. For the most part, however, Siemens works with computer science, engineering, and mechatronics undergraduate and graduate programs in colleges and universities. Through paid partnerships, Siemens provides real -world manufacturing hardware and tools for students to use in the classroom. It allows learning to be experienced using advanced manufacturing equipment that students will not have access to until after graduation.

SCE is not a pipeline program specifically leased by Siemens; instead, this line of business sells training packages, books, and learning systems for classroom use in teaching software and hardware in the industry. The company conducts teacher workshops across the U.S. for teachers and professors so they can be exposed to technology before teaching their own classes.

“They could take that back to the students and talk about artificial intelligence and robots-all these different kinds of machine learning because they spent three days in a Siemens facility learning and doing. of things, “Beaton said.

luck sat down with Beaton to find out why so many institutions of higher education need to implement more hands-on learning for future advanced manufacturing workers.

The following interview is edited for brevity and clarity.

Advanced demand of the manufacturing industry

luck: What does the demand for high-tech manufacturing jobs look like?

Beaton: There was already an encouraging trend before the pandemic where companies sought to bring more manufacturing back to the U.S. – faster manufacturing and smarter, more automated manufacturing. They looked at training people and educating people on these kinds of subjects, and then the pandemic hit. This highlights the need for more local manufacturing and the ability to produce items and have flexible manufacturing closer to home. The demand is really growing.

Every school I talked to didn’t have enough students to go through their programs and had enough graduates — even though it was a two-year program, a four-year engineering program. There are some accelerated programs that I find that are very focused, say, artificial intelligence, or robotics.

How does this counter the Siemens program?

Demand exploded. There are a lot of intelligent making of what we call Industry 4.0 -related jobs out there. Students can choose, and it’s almost frustrating because they’re involved in bidding wars for salaries — terrible start-up stories — and it’s crazy, but it’s good for students.

Every teacher I’ve talked to has placement rates that are like 100% recently on students who graduate and get jobs. And I didn’t see that five or eight years ago. I’ve seen students wander around getting graduate degrees or taking other paths or taking other jobs that aren’t necessary in their field. Whether it’s computer science or software engineering or any of those things — smart manufacturing — and a lot of this software based work that we see really prepares students to get high, high, high dollar value. And the demand is growing rapidly.

How universities can improve their training

What can universities do to sustain demand in the field?

I have seen schools that give students the ability to take online classes, but also physically enter labs and have access to work on projects where they can build things, and test, and do in things with groups of people. It has the opportunity to take classes online, but also has access to experience tools, hardware, and software.

I think it is also useful for students with a combination of professors and instructors. There are many teachers who, of course, have Ph.D.s and have done a lot of research on manufacturing, production, math, science, computer science, artificial intelligence — any of these things — and they are the leading researchers in the whole. world of. AI. But students also need to have exposure to instructors who have probably worked in an automotive plant for 30 years, and now they teach from real -world experience.

I think it’s great for students because they can see and ask questions from different class groups and different teacher classes. Students now demand a lot of flexibility and they want to see a lot of cool products and work in teams to solve real-world problems. Here we do our best work: Where students want to work with real products, real technologies and solve real industry problems.

What is your advice for someone who wants to enter the industry?

I think students need to challenge themselves and face difficult projects and learn how to overcome failure. In any case, whether in high school or college, students should try to gain experience in an internship or a co-op or some kind of part-time job, because they will definitely expose them. what they see in an actual company and actual work. It also helps to choose your path a little.

If you’re interning at a company and doing software engineering and you’ve hated it for a few summers as an intern, then that will help guide your path a little — that you probably don’t need to be software. engineer, so you don’t have to complete a four -year degree. Maybe you want something completely different. I think just being exposed to real -world projects can really help guide the course. Face difficult projects and fail. There you are most.

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