Recruiting and Preparing skilled personnel for leadership roles in welding and brazing
A shortage of welders and welding professionals is felt globally, and it will worsen as the current skilled and educated leave the workforce. Thus, many countries are actively designing programs to improve the image of welding and to train and educate persons to meet those needs. Virtual welding,...
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Інститут електрозварювання ім. Є.О. Патона НАН України
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| Цитувати: | Recruiting and Preparing skilled personnel for leadership roles in welding and brazing / N. Cole, J. Weber, M. Pfarr, D. Hernandez // Автоматическая сварка. — 2013. — № 10-11 (726). — С. 147-155. — Бібліогр.: 2 назв. — англ. |
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Digital Library of Periodicals of National Academy of Sciences of Ukraine| id |
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irk-123456789-1032422016-06-16T03:02:22Z Recruiting and Preparing skilled personnel for leadership roles in welding and brazing Cole, N. Weber, J. Pfarr, M. Hernandez, D. Пленарные доклады Международной конференции A shortage of welders and welding professionals is felt globally, and it will worsen as the current skilled and educated leave the workforce. Thus, many countries are actively designing programs to improve the image of welding and to train and educate persons to meet those needs. Virtual welding, by means of computer simulation, is one method of introducing and exciting the young about welding. Some companies are even using the virtual welder as to test or even give basic training to new employees. Females are 50% of the population, yet too few choose welding. We have good role models in the many different areas of welding and they are highlighted here. Once persons are interested in welding, they need to be properly trained and educated. Weld-Ed is a program in the USA that has 1) a model curriculum for 2-year colleges; 2) a program to update and upgrade instructors; 3) a method of pairing industry with schools and colleges to offer necessary skills and knowledge for available jobs. New technology is being used by several countries in a variety of ways to enhance training and education. Several types, including online learning and electronic devices, will be described. As persons become skilled and educated, they need a way to prove their competence. A cost-effective means of demonstrating their competence is a Certification Program. Bright young persons are needed in welding science and technology to meet national and global challenges. Our future, structures, and infrastructure depend on them. 2013 Article Recruiting and Preparing skilled personnel for leadership roles in welding and brazing / N. Cole, J. Weber, M. Pfarr, D. Hernandez // Автоматическая сварка. — 2013. — № 10-11 (726). — С. 147-155. — Бібліогр.: 2 назв. — англ. http://dspace.nbuv.gov.ua/handle/123456789/103242 621.791:658.3.012 ru Автоматическая сварка Інститут електрозварювання ім. Є.О. Патона НАН України |
| institution |
Digital Library of Periodicals of National Academy of Sciences of Ukraine |
| collection |
DSpace DC |
| language |
Russian |
| topic |
Пленарные доклады Международной конференции Пленарные доклады Международной конференции |
| spellingShingle |
Пленарные доклады Международной конференции Пленарные доклады Международной конференции Cole, N. Weber, J. Pfarr, M. Hernandez, D. Recruiting and Preparing skilled personnel for leadership roles in welding and brazing Автоматическая сварка |
| description |
A shortage of welders and welding professionals is felt globally, and it will worsen as the current skilled and educated leave
the workforce. Thus, many countries are actively designing programs to improve the image of welding and to train and educate
persons to meet those needs. Virtual welding, by means of computer simulation, is one method of introducing and exciting the
young about welding. Some companies are even using the virtual welder as to test or even give basic training to new employees.
Females are 50% of the population, yet too few choose welding. We have good role models in the many different areas of
welding and they are highlighted here. Once persons are interested in welding, they need to be properly trained and educated.
Weld-Ed is a program in the USA that has 1) a model curriculum for 2-year colleges; 2) a program to update and upgrade instructors;
3) a method of pairing industry with schools and colleges to offer necessary skills and knowledge for available jobs. New
technology is being used by several countries in a variety of ways to enhance training and education. Several types, including
online learning and electronic devices, will be described. As persons become skilled and educated, they need a way to prove
their competence. A cost-effective means of demonstrating their competence is a Certification Program. Bright young persons
are needed in welding science and technology to meet national and global challenges. Our future, structures, and infrastructure
depend on them. |
| format |
Article |
| author |
Cole, N. Weber, J. Pfarr, M. Hernandez, D. |
| author_facet |
Cole, N. Weber, J. Pfarr, M. Hernandez, D. |
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Cole, N. |
| title |
Recruiting and Preparing skilled personnel for leadership roles in welding and brazing |
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Recruiting and Preparing skilled personnel for leadership roles in welding and brazing |
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Recruiting and Preparing skilled personnel for leadership roles in welding and brazing |
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Recruiting and Preparing skilled personnel for leadership roles in welding and brazing |
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Recruiting and Preparing skilled personnel for leadership roles in welding and brazing |
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recruiting and preparing skilled personnel for leadership roles in welding and brazing |
| publisher |
Інститут електрозварювання ім. Є.О. Патона НАН України |
| publishDate |
2013 |
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Пленарные доклады Международной конференции |
| url |
http://dspace.nbuv.gov.ua/handle/123456789/103242 |
| citation_txt |
Recruiting and Preparing skilled personnel for leadership roles in welding and brazing / N. Cole, J. Weber, M. Pfarr, D. Hernandez // Автоматическая сварка. — 2013. — № 10-11 (726). — С. 147-155. — Бібліогр.: 2 назв. — англ. |
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14710-11/2013
UDC 621.791:658.3.012
RECRUITING AND PREPARING SKILLED PERSONNEL
fOR LEADERSHIP ROLES IN WELDING AND BRAzING
N. Cole, J. Weber, M. Pfarr, D. Hernandez
The American Welding Society, Doral, fL, USA. E-mail: nccenqr@gmail.com
A shortage of welders and welding professionals is felt globally, and it will worsen as the current skilled and educated leave
the workforce. Thus, many countries are actively designing programs to improve the image of welding and to train and educate
persons to meet those needs. Virtual welding, by means of computer simulation, is one method of introducing and exciting the
young about welding. Some companies are even using the virtual welder as to test or even give basic training to new employ-
ees. females are 50% of the population, yet too few choose welding. We have good role models in the many different areas of
welding and they are highlighted here. Once persons are interested in welding, they need to be properly trained and educated.
Weld-Ed is a program in the USA that has 1) a model curriculum for 2-year colleges; 2) a program to update and upgrade instruc-
tors; 3) a method of pairing industry with schools and colleges to offer necessary skills and knowledge for available jobs. New
technology is being used by several countries in a variety of ways to enhance training and education. Several types, including
online learning and electronic devices, will be described. As persons become skilled and educated, they need a way to prove
their competence. A cost-effective means of demonstrating their competence is a Certification Program. Bright young persons
are needed in welding science and technology to meet national and global challenges. Our future, structures, and infrastructure
depend on them. 2 Ref., 17 figures.
K e y w o r d s : educating, computer simulation, virtual welding, Weld-Ed program, Certification Programs
1. Introduction
At present, there is a worldwide shortage of weld-
ers and welding professionals. Persons around the
world emphasize that we need to attract and train
more persons to enter and contribute to welding and
brazing. Of the half-million or so welders presently
working in the United States, the average age is in
the upper 50s, and some 50,000 of these skilled craft-
speople retire each year. At the same time, there is
a growing need for professional welding personnel
in national infrastructure, energy production, petro-
chemical and many other industries. If this need is not
met, the U.S. welder shortage could reach a quarter
million by 2019.
However, the need is for skilled and educated
welding professionals. Since 2009, the unemploy-
ment rate has risen dramatically in the United States.
Data from the Bureau of Labor and Statistics indicate
that this spike in unemployment has disproportionate-
ly affected «blue collar“ workers. Yet, the high un-
employment rate affecting the manufacturing industry
is inconsistent with manufacturing job market. While
the manufacturing industry is experiencing high un-
employment rates, it also reports a large number of
unfilled, high-paying jobs. This separation between
the larger numbers of unemployed workers and open
positions can be attributed to the «skill gap“ existing
in the workforce. This «skill gap“ is formed by the
separation between the skill or knowledge base need-
ed to compete in the global marketplace and the skill
or knowledge base currently held by the workforce.
A skills gap study looked for a means of determin-
ing the nature of the skill and talent gap in the manu-
facturing industry in the United States [1]. The survey
was answered by more than 1,100 executives from all
fifty states in the USA. The Skill Gap Report indi-
cated that 67% of manufacturers in the United States
describe a moderate to severe shortage of «available,
qualified workers“. In addition, the survey indicates
that 5% of current jobs (approximately 600,000 jobs)
at responding manufacturers are unfilled due to a lack
of qualified workers.
This skill gap is further complicated by the necessary
evolution occurring in the welding industry. The Amer-
ican Welding Society’s Vision for Welding Industry re-
port states: «Until recently, welding itself was a skill that
craft people could learn without a real understanding
of the science behind it. The scientific and engineering
principles behind welding must replace the art of weld-
ing for it to achieve its potential as a preferred state-of-
the-art manufacturing process [2].“
Thus we have a need, but we must attract persons
to the field by effective means, and we also must over-
come a pervasive incorrect image and then provide
the necessary training and education.
2. Attracting persons to the welding and brazing
profession
2.1. Welding Offers Numerous and Varied Job Op-
portunities
The skilled worker problem is exacerbated by the
fact that welding has long had an image problem.
Many students, parents and guidance counselors hold
an out-of-date perception of welding as an unpleasant
and dangerous occupation suitable only for those who © N. Cole, J. Weber, M. Pfar; D. Hernandez, 2013
148 10-11/2013
cannot, or do not wish to, pursue university educations.
In fact, welding as a profession offers many opportu-
nities at all levels of employment in energy, defense,
manufacturing, construction, aerospace, shipbuild-
ing, utilities, repair, environmental applications — in
short, wherever metals are permanently joined. Job
opportunities start with the welder, but also include
engineer, inspector, educator, researcher, business
owner, equipment sales, computer programming and
more. Workplace environments include manufactur-
ing facilities and construction sites in just about every
industry imaginable. And, potential income is high,
often significantly higher than that achieved by uni-
versity graduates in other fields. The average starting
salary for graduates of the Tulsa Welding School in
Jacksonville, florida, is $42,800USD (32,400EUR)
and it increases rapidly as new skills are developed.
Pipeliners on Alaska’s North Slope oil fields have
earned as much as $1000USD (757EUR) a day.
2.2. Spreading the Word through Print Publica-
tions and Videos
One of the first steps taken by AWS was publish-
ing a guide to available careers in welding, as well
as establishing a Web site devoted to explaining em-
ployment opportunities in the field. This was followed
by a special edition of an Iron Man comic book com-
missioned by AWS with the Marvel Comics Group.
Aimed at a younger audience (9-15 years of age), the
comic used the action hero’s print medium to tell a
story of career opportunities in welding.
This was followed by establishing links with
several television personalities in the United States
starring in reality shows that feature welding. These
included Troy Trepanier, named hot rod «Builder of
the Year“; Brian fuller, of «Two Guys Garage“; and
female welder Jessi Combs of «Extreme 4X4.“ AWS
also visited well-known television talk show host and
automobile collector Jay Leno, who recorded a video
segment testifying to the importance of welding and
the well-paying job opportunities in the field. AWS
then produced a DVD — «Hot Bikes, fast Cars, Cool
Careers“ – featuring all four personalities and dis-
tributed thousands of copies through schools, trade
shows, career days, and the society’s 160 member
Sections throughout North America. Of course, the
entire contents of the video were also posted on the
AWS Web site.
for those individuals who gained a basic interest
in welding, AWS established a Welding School Lo-
cator on its Web site that lists thousands of schools
across the country that can provide quality welding
education. The Society also launched a separate Web
site, www.jobsinwelding.com that brought together
trained welding personnel and potential employers.
That valuable tool contains over 88% of the welding
jobs posted anywhere on the internet.
2.3. Publicity through Outside Media
AWS has also successfully sought media public-
ity about the shortfall of needed welding personnel.
This has resulted in major stories on the subject in
the New York Times, U.S.A. Today, Atlantic Month-
ly and many other publications. Television and radio
networks have also broadcast stories on the need for
welding workforce development. One of the most
widely heard of these was a radio interview with AWS
Marketing/Communications Director Ross Hancock
on the BBC World News.
Career In Welding BrochureIronman Comic Book CoverIronman Comic Book Inside Page
AWS Produced DVD
14910-11/2013
2.4. The Careers in Welding Road Show
Another method of putting the word out about
welding careers was to plan a road tour where inter-
ested parties could actually get the feel of welding.
Through the inspiration of 2012 AWS President Wil-
liam Rice, and with a large donation from The Lin-
coln Electric Company, AWS designed and built a 53-
ft (16m), over-the-road tractor trailer with over 650
sq.ft. (60 sq.m.) of exhibit space to travel throughout
the U.S. and Canada promoting career opportunities
in welding.
Lincoln Electric donated five VRTEX 360 virtual
welding simulators to give trailer visitors a realistic
sense of the welding experience. The simulators also
provide a score for each person using them to help
measure aptitude for the profession. The trailer was
previewed in late 2011 at the future farmers of Amer-
ica National Convention, where it attracted more than
5,000 young people interested in welding. It has since
been featured twice at the fABTECH show in the
U.S., at fABTECH Canada, at several State fairs,
at the Indianapolis 500 auto race, and at other spe-
cialty events with a focus on welding. It reached over
35,000 individuals in its first year and is designed to
excite young people about the many career opportuni-
ties available in the welding industry.
2.5. Image of Welding Awards
Yet another important step AWS has undertaken
to improve the public perception of welding is estab-
lishing the annual Image of Welding Awards. These
prestigious awards are presented each year at the
fABTECH show to honor individuals, companies and
AWS Sections that have shown outstanding achieve-
ment in promoting welding careers and creating a
positive image for the profession. The awards include
presentation of a handsome trophy, and the winners
receive media recognition in numerous trade publica-
tions and local media.
2.6. Boy Scouts of America Welding Merit Badge
To further interest youth in welding careers, AWS
has worked with the Boy Scouts of America (BSA)
in establishing a Welding Merit Badge, officially
launched in 2012. Boy Scouts earn the badge by stud-
ying welding technique and completing a welding
project. To help them prepare, many AWS volunteers
actively work to train and counsel the scouts attempt-
ing to earn the badge.
2.7. Social Media Involvement
A recent effort by AWS to publicize welding ca-
reers has been to become strongly involved in face-
book, Twitter and other social media. AWS has
launched a facebook page that actively promotes ca-
reers in welding. The Society has also hired a perma-
nent staff expert in social media.
2.8. Women in Welding and Brazing
The above efforts target the general population
worldwide and youth in particular. However we need
to target another specific audience. Women make up
about 50% of the population at large, but their per-
centage in welding and brazing is much lower. In fact
in the USA, the Department of Labor estimates that
women in welding make up no more than 6% and
female welders are probably no more than 2%. That
population provides a great opportunity to increase
the numbers of welding professionals. In the USA
during World War II, women stepped into the work-
force to meet the country’s need. Rosie the Riveter
was advertised, but there was also Wendy the Welder
and Barbara the Brazer. Women can do it again and
in fact we have plenty of female role models, we just
have to let them be known. Below are several women
who are effective role models.
Callie Jones Hughes is a welder at P&H Mine Pro
in Wyoming. She has a family history of welders. Her
great grandmother welded during World War II, and
her grandfather on the other side of her family welded
in a shipyard. She says, «I would love to inspire oth-
er women to be welders. I think it is very neat that I
had past family members who were welders on both
sides.“
Another welder is Melissa Hall, who has been
welding since the 9th grade. She has an Associate De-
gree in Welding and fabrication from Triangle Tech
in Sunbury, Pennsylvania, and is a member of Local
520 of the Plumbers and Pipefitters Union. She does
welding for nuclear and shale gas companies.
Chris Monroe is a welding trainer at Hobart Broth-
ers, Troy, Ohio. She sums up the opportunity well:
«There’s an opportunity in this industry to have a
AWS Trailer Containing Virtual Welders and Welding Exhibits
Boy Scouts of America Welding Merit Badge
150 10-11/2013
career for life. You can work on the manufacturing
floor or in the field as a welder, or as an ironworker
building a stadium. You can become an engineer and
develop welding products or travel around the coun-
try as a Certified Welding Inspector
Other role models are members of AWS Board of
Directors. Nan Samanich is District Director 21 and
is an AWS Certified Welding Inspector (CWI) and
Welding & Metals Technology Instructor at Desert
Rose High School and Career Center, Las Vegas, Ne-
vada. 2014 Incoming District 20 Director, Pierrette
Gorman, has a B.S. in Welding Engineering Degree
from The Ohio State University (OSU), Columbus,
Ohio, and she’s a laser and soldering specialist at San-
dia National Lab, Albuquerque, New Mexico. She
went to OSU at the age of 40 to get that degree.
Robin Gourley is a Materials Engineer at Cur-
tiss-Wright, Cheswick, Penn-
sylvania. She’s responsible
for metal brazing process-
es of pumps and motors for
commercial and naval prod-
ucts. She has been an active
member of the AWS Brazing
and Soldering Committee
for over 15 years and has
presented papers and been
responsible for helping or-
ganize the successful Interna-
tional Brazing and Soldering
Conference for many years.
She also writes for the Braz-
ing Handbooks.
Hui zhao of Creative
Thermal Solutions, Urbana,
Illinois, is one of the few fe-
males who has a PhD and is
working in the joining field.
Her undergraduate work was
in China and she earned her
PhD in Mechanical Engi-
neering at the University of
Kentucky. She is pictured in front of her lab furnace
where she is able to observe the brazing of micro
channel heat exchangers. An enlargement of the heat
exchanger is also shown.
Deanna Postlethwaite of Lincoln Electric Co.,
Cleveland, Ohio, is in Technical Marketing. She says,
«I am enjoying the opportunity to provide solutions
to companies to keep productive manufacturing in the
Welder Callie Jones-Hughes
Welder Melissa Hall
Trainer Chris Monroe
CWI Nan Samanich
Welding Engineer Pierrette
Gorman
Materials Engineer Robin Gourley
Brazing Engineer Hui zhao
15110-11/2013
USA. I am also actively involved in the development
and marketing for our virtual reality welding solu-
tion.“
Claudia Bottenfield, former AWS District Director
from Maryland was a single mother raising two sons
and welding sales provided the income she needed.
She says, «four years after starting at Arc Welders,
I was asked if I wanted to sell our products to end
users. I jumped at the possibility since I would be the
first woman in the Baltimore area to ever have accom-
plished this feat.
Karen M. Gilgenbach has many credentials, CWI,
CWS, CRAW-T, WTC-WI, B.S. Engineer. She is
also a Weld Process Specialist with Airgas, Inc., and
the Past Chair, AWS Milwaukee Section. She is also
known as a very good welder.
These women are only a few of the female role
models working in welding and brazing, so we do
have role models who are leading the way. However,
because their percentage is currently small, females
need to be encouraged in all possible ways. They need
mentors and need to be given opportunities.
The general public needs to know that welding and
brazing is a great field for both men and women with
many opportunities in a variety of occupations. Hope-
fully, in the future we will see more instances like the
welding class in floresville High School with a ratio
closer to the world’s population of 50/50 of women
to men.
2.9. Obtaining National Science Foundation
Funding
In 2007, AWS teamed with Ohio State University,
Lorain County (Ohio) Community College and oth-
er educational institutions and created the National
Center for Welding Education and Training (Weld-
Ed) using a financial grant from the National Science
foundation. Operational partners for Weld-Ed include
AWS through its foundation, Lockheed Martin, The
Lincoln Electric Co., and a number of schools – all
committed to increasing the number and quality of
welding and materials joining technicians to meet in-
dustry demands. In addition, Weld-Ed’s network has
grown to include over eighty education and industry
affiliates who participate in the Center’s programming
and utilize its resources.
One important result of this partnership was a
joint AWS/Weld-Ed publication designed to promote
careers in welding. Titled «In Demand – Careers in
Microchannel Heat Exchanger (Enlarged)
Tech Marketer Deanna Postlethwaite
Welding Class at floresville High School, South Carolina
Karen Gilgenbach with other AWS members
Welding Sales Claudia Bottenfield
152 10-11/2013
Welding,“ the magazine contains articles promoting
welding as a dynamic field with a strong future, per-
sonnel profiles with realistic salary figures, techni-
cal facts about welding, and more. So far, more than
50,000 copies of the magazine have been distributed,
and an on-line version www.careersinwelding.com,
has proven equally popular. The site contains use-
ful information for students, parents, educators, and
counselors, as well as welding professionals.
3. PROVIDING PROPER TRAINING
AND EDUCATION
Attracting persons to the welding profession is not
enough. It’s the skilled and educated welding pro-
fessional that is in high demand. Therefore, several
means of delivering the necessary skills and education
have been devised locally and internationally. Canada
has a case study of a modern welding education facil-
ity that uses technology to enable multiple students
to see the instructor and activity clearly and is used
to illustrate a variety of application technologies. The
IIW has designed a system that ensures that qualified
students can be admitted to welding training and ed-
ucation courses in a wide range of personnel catego-
ries. These students benefit by taking courses that are
harmonized across national boundaries and their di-
plomas can be recognized as equivalent. This system
has proven advantages in closely related economies
such as the European Union. Sweden has adopted that
method and now has welding as a specialization that
is available in upper secondary schools. Sweden is
considered to be a role model for that method of pro-
viding a welding education.
In the USA, we are pursuing other models. Schools,
colleges and universities teach welding in the tradi-
tional way in a classroom and lab setting, but their
curriculum may vary depending on the school and
location. We tend to measure outcomes – the skills
the student has obtained and what has he/she learned,
which is the basis of the certification programs, rather
than where the person received their training. Howev-
er, different means of providing the skills and educa-
tion are being developed.
3.1. Weld-Ed
Weld-Ed strives to improve the quality of educa-
tion and training services to address the hiring and
professional development needs of the welding indus-
try. Weld-Ed has three overarching goals that drive its
activities.
1. Increase the number of welding technicians to
meet workforce needs. This goal is accomplished in
partnership with the American Welding Society and
involves several initiatives. The first is the develop-
ment and distribution of recruiting materials for mid-
dle school, high school, and college age students,
covered above. Additional, very successful resources
have been developed, including a DVD — Improv-
ing their Competitive Edge: Students in Welding.
AWS and Weld-Ed also collaborated on a resource for
secondary educators to use in their math and science
classrooms. Engineering Your future explores the ev-
er-increasing relationships among science, technolo-
gy, and society. The goal of the program is to excite
students about some of the natural laws of physics and
their application in the technological world in which
we live, while perhaps guiding them to consider sci-
ence-based careers. In the first six months since its
introduction, over 4,900 free copies were distributed.
2. The second initiative involves disseminating the
message that careers in welding are abundant, highly
skilled, and utilize advanced technology. The Careers
in Welding trailer, described earlier, reached over
35,000 individuals in its first year. This mobile exhib-
it features the five arc welding simulators as well as
interactive exhibits designed to excite young people
about the many career opportunities available in the
welding industry.
3. The third initiative includes research on welding
industry trends. In 2010, Weld-Ed released The State
of the Welding Industry report, a comprehensive ex-
amination of the welding industry, including industry
and workforce data by region, figures for new and re-
placement workers needed, and recommendations on
filling the gap in the welding education pipeline. The
employment projection data is continuously updated
and currently shows a need for over 310,000 welders,
inspectors, technicians, and engineers by 2019.
3.1.1. The comprehensive reform of welding tech-
nician education
In 2011, the Weld-Ed Center published a national
core curriculum model. This core curriculum, appro-
priate for all postsecondary Welding Technician ed-
ucation programs, provides a validated listing of the
core of what students should know and be able to do
after completing a welding technician program. A stu-
dent learning outcome specifies what a student should
learn as a result of their education experience in the
classroom and laboratory. That experience might also
include internships or other industry experiences. An
In Demand – Careers in Welding Publication
15310-11/2013
outcome reflects the consequences or results of what
the student learns, not what the instructor teaches.
The student learning outcomes listed in the model are
not intended to describe every conceivable student
learning outcome that a postsecondary welding tech-
nician program might include. In fact, it is expected
that most programs should include additional student
learning outcomes that are germane to the specific lo-
cation where students may be employed.
3.1.2. Enhance faculty professional development
and continuing education
Weld-Ed has developed a series of professional de-
velopment modules for secondary and post-secondary
educators. These modules incorporate the list of stu-
dent learning outcomes from the national core curric-
ulum model and thus prepare educators for success-
ful instruction in a welding technician program. The
core professional development program includes four
modules, typically offered in the summer months,
with each module consisting of one week of instruc-
tion.
3.1.2.1. Welding Metallurgy and Weldability
of Commercial Alloys
This course covers the concepts and fundamentals
of atomic structure, grain structure, heat flow, phase
transformations, welding metallurgy, and the welda-
bility of ferrous and non-ferrous commercial alloys.
Laboratory work consists of welding metallurgy in-
vestigation on welded samples and weldability testing
for specific applications.
3.1.2.2. Cutting and Joining Processes
This course covers the basics and principles of
major joining and cutting processes. Advantages,
disadvantages, equipment, consumables, techniques
and variables for each process are discussed. Appli-
cations, criteria for consumable selection, and how to
establish process parameters are emphasized. Labo-
ratory work involves equipment set up and operating
of the welding and cutting equipment for specific ap-
plications.
3.1.2.3. Design for Welding, Fabrication, Assembly
and Robotic Welding
This course covers the concepts and fundamentals
of the design for welding, fabrication, assembly and
robotic welding. Laboratory work consists of case
studies using standard design equations to determine
the behavior of welded materials, part processing and
optimization of fabrication, design considerations for
work holding and manipulating equipment, and the
programming and operating of robots for GMAW
welding.
3.1.2.4. Weld Quality and Inspection, Welding
Codes, Specifications and Safety
This course covers the concepts and fundamen-
tals of weld quality and inspection methods, welding
codes, specifications, and safety. Laboratory work
consists of setting up and operating the instruments
and equipment for identification and characterization
of weld discontinuities and defects.
These four professional development modules
have been offered for three summers to over 275 ed-
ucators. The success of these core modules led the
Weld-Ed team to develop two additional one-week
modules to be offered for the first time in summer
2013. These include the following:
3.1.2.5. Laser Welding
This course covers the concepts and fundamentals
of laser welding technology including basic optics,
laser welding systems and welding process optimiza-
tion, and metallurgy of laser welds. Laboratory work
consists of case studies that involve optimization of
laser welding equipment and identification and char-
acterization of weld discontinuities and defects.
3.1.2.6. Efficient and Effective Welding Technician
Instruction
This course covers the foundations of welding
technician education; program needs assessment
and program development, developing program and
course objectives, a survey of learning theory, labora-
tory development, teaching methods, and classroom
management techniques.
In addition, Weld-Ed offers an annual Educators
Conference in conjunction with the fABTECH show.
This one-day conference is open to educators and in-
dustry trainers and features updates on Weld-Ed offer-
ings, best practices from educators, and presentations
and free resources from Weld-Ed industry partners.
More than 200 individuals have taken advantage of
this outstanding programming over the past few years.
As Weld-Ed looks to the future, plans include
continuous improvement of the existing profession-
al development modules; expansion of professional
development opportunities to include the advanced
needs of industry; investigation into new delivery ap-
proaches for education and training such as on-line
and blended delivery; growth of offerings to include
consulting in needs assessment, program design, pro-
gram improvement; identification of future strategies
to sustain the existence of the Center.
3.2. AWO — American Welding On-Line
AWS statistics of the welding industry in the Unit-
ed States show an abundance of school programs ded-
icated to the entry-level and advanced-level welding,
but precious few programs dedicated to welding su-
pervision, inspection, or engineering. As the welding
certification body in the United States, AWS provides
some training in the bodies of knowledge for each
of these fields, but that training has historically been
limited to survey courses helping students review pri-
or to examination. These courses are not designed to
instruct on fundamentals, nor are they meant to teach
the subject to individuals interested in entering those
154 10-11/2013
career fields. Rather, these courses are developed for
individuals already functioning in those roles to fill
in knowledge gaps in preparation for examination.
Individuals seeking to enter into one of welding ca-
reers fields with little or no prior knowledge are most
commonly left to rely on self-study. Recognizing this
shortcoming, the American Welding Society is utiliz-
ing American Welding Online as a means of estab-
lishing profession pathways for individuals seeking
to advance their careers. Instead of teaching only
the advanced knowledge needed for test preparation,
American Welding Online courses span the gamut of
knowledge levels from those who are looking to break
into the field, to those who are well established. With
the development of AWO, individuals will no longer
need to seek out specialized schools or training pro-
grams to learn the variety of skills needed to obtain an
AWS Certification. Clear, interconnected curriculums
provide the learner with career pathways that can take
them from entry level to certification.
AWS recognizes that in order to close the widen-
ing skill gap in the welding industry new means of
training welding personnel are required. In an effort
to address these issues, the American Welding Society
developed American Welding Online (awo.aws.org).
American Welding Online, or AWO, is a virtual edu-
cational community dedicated to training the welders
and welding personnel of the future. The foundation
of AWO is a simple principle: To provide welding ed-
ucation to anyone, anywhere, and at any time. In order
to fulfill this mission, AWS has adopted a modular ap-
proach to American Welding Online.
The cornerstone of American Welding Online is
the library of e-learning courses and virtual confer-
ences offered by AWS. These seminars are offered
asynchronously, allowing students from around the
world to access the course content on their own sched-
ule and complete the program at their own pace. The
American Welding Society offers multiple levels of
training and testing, from entry level certificate train-
ing to advanced certifications. Through American
Welding Online, AWS currently offers several online
courses including the Certified Welding Sales Repre-
sentative Program, Welding fundamentals, Safety in
Welding, Math for Welders Level I, Understanding
Welding Symbols, Welding Metallurgy, and the soon
to be released The Science of Non-Destructive Test-
ing, Welding Economics, and Lean Management for
Welding Shops courses.
All American Welding Online courses are built to
teach the necessary knowledge base while focusing
on STEM (Science, Technology, Engineering, and
Math) education. Unlike most welding education cur-
rently in the marketplace, AWO courses do not focus
on the physical act of welding, but rather the theo-
retical base; the scientific and engineering principles;
critical thinking; and problem solving. Courses, such
the AWS Welding fundamentals seminar, provide
science-based education on six of the most common
welding processes: Oxyfuel Welding, Shielded Metal
Arc Welding, Gas Tungsten Arc Welding, Gas Met-
al Arc Welding, flux Cored Arc Welding, and Sub-
merged Arc Welding. The seminar provides in-depth
study of these welding processes through the use of
diagrams, animations, high-definition videos, and
synchronized audio narration. The seminar study ma-
terial is presented in a thoughtful way that challenges
participants to think critically about the topics. for
example, when reviewing Shielded Metal Arc Weld-
ing, the course does not simply review the basics of
how the process works, instead it examines the prac-
tical application of SMAW, the science of the welding
arc, and how various welding variables, such as travel
speed or amperage affect the final weld. The seminar
also integrates education on higher knowledge skills
such as welding electrical theory, welding metallurgy,
and welding discontinuities. The participants receive
constant feedback and reinforcement in form of in-
teractive elements, practice problems, quizzes, and in
some courses, workbook practice. The combination of
interactive instruction and constant feedback provides
participants the opportunity to use high-level thinking
skills and critical thought to understand deeper con-
nections in the instruction material.
Almost as important as offering professional path-
ways, American Welding Online allows learners to
take ownership of the educational process, custom-
izing the experience to their individual needs. The
on-demand training offered through AWO allows the
user to determine which courses in the professional
pathways are suitable for their knowledge level. This
customized curriculum provides learners with the
most time- and cost-efficient means of gaining the
knowledge necessary to advance in their careers.
As of february 2013, American Welding Online
began offering synchronous learning opportunities
in the form of monthly webinars. These live training
opportunities offer the individual the opportunity to
learn from experts in a variety of fields from any-
where in the world. In addition to the ability to access
this training from any computer in the world with an
internet connection, these webinars allow the learn-
er to ask direct questions to a live instructor/ expert,
network with like-minded participants, and contribute
their own experiences to the educational process. In
order to reach the largest number of individuals possi-
ble, AWO will also host recordings of these webinars
on American Welding Online so that those individuals
who could not attend can still access the information.
Aside from the asynchronous and synchronous
learning opportunities offered through American
Welding Online, AWS continually offers informal
15510-11/2013
learning opportunities such as the Professional Pro-
gram Podcast. This complimentary podcast can be
downloaded to any portable device through the AWO
Podcast page on iTunes (https://itunes.apple.com/us/
podcast/american-welding-online/id505523313) or
watched directly through the AWO website. AWO
will also be launching a series of phone and tablet
apps geared towards allowing individuals to learn
in informal environments. The AWS app library will
consist of apps designed to help prepare individuals
for the Certified Welding Inspector exam (both D1.1
and API 1104 versions), as well as virtual welding
apps with both educational and entertaining aspects
meant to draw interest to the welding field while edu-
cating the user through the use of a game.
With the advent of American Welding Online, the
American Welding Society is realizing its goal of
bringing welding education to anyone, anywhere, and
at any time. This multifaceted response to the grow-
ing gap of skills and knowledge needed to compete
in a global economy will ensure that all levels of the
welding industry, whether the entry-level student or
the professional, are provided the opportunity to ob-
tain the education required for the technologically ad-
vanced jobs of tomorrow and today.
4. CONCLUSIONS
The worldwide need for skilled and educated
welding professionals is recognized by those work-
ing in the field, but people who could potentially fill
that gap must be reached. Therefore a concerted ef-
fort is underway to improve the image of welding and
to reach the general public, as well as targeted pop-
ulations, such as youth and women. Media such as
publications, brochures, videos, DVDs, and TV per-
sonalities are targeting the general population. Youth
are also targeted through Iron Man Comic Books, the
virtual welders, BSA merit badge and social media.
Women in welding are highlighted as role models to
interest females and their parents.
Once persons are interested they need to be prop-
erly trained and educated. A variety of means of de-
livering those skills and education are underway de-
pending on the location in the world. Most countries
have schools, colleges and universities that teach
welding. AWS in co-operation with Weld-Ed has pro-
grams to reach youth and to provide a model welding
technology curriculum and courses for faculty profes-
sional development and continuing education. AWS
has launched American Welding On-Line to provide
a welding education to anyone, anywhere, at any time
and dedicated to training the welders and welding per-
sonnel of the future.
These projects as well as others are focused on
successfully educating the population on the needs
and opportunities, then providing the training and
education necessary for welding professionals to
properly build our infrastructures and provide the
workforce for energy production and many other
industries.
1. (2011) The Manufacturing Institute and Deloitte Consulting
LLP Skills Gap Study, July-August.
2. American Welding Society & The United States Department
of Energy 2009. Vision for Welding Industry.
Received 09.09.2013
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