2025 ASEE Annual Conference & Exposition

The disparity between industry’s application of process control and its coverage in undergraduate curricula has been well documented. At the undergraduate level, process control courses primarily focus on theoretical concepts such as process dynamics, controller algorithms, and controller tuning. However, industrial process control applications require the use of industrial control systems (ICS) that include several layers of hardware, software, and communication technologies to control plant operations. A crucial component of an ICS are the specialized computers used for real-time automation that receive inputs from field devices (like sensors) and make decisions to control outputs (like valves or motors) based on pre-programmed logic. It is these systems into which the algorithms, such as the Proportional-Integral-Derivative (PID) algorithm, for control calculations are embedded. Programmable Logic Controllers (PLCs) are frequently used to perform this function. While PLC education is available in other engineering departments, specialized programs, and certificate courses, it remains largely absent from chemical engineering curricula. The few programs that have introduced PLC teaching modules, focus on system usage rather than design and implementation or rely on computer simulations, despite the recognized need for hands-on experimentation. This lack of PLC education represents a gap in knowledge that would be important for all students who will work in an industrial environment, especially those going into the field of process control.
Over the past year, we introduced a liquid level system controlled by Opto 22’s Programmable Automation Controller (PAC) architecture and Opto 22's Edge Programmable Industrial Controller (EPIC) training center in the Senior Process Control Lab. The PAC architecture is analogous to PLC in industrial automation and EPIC is an updated version of this architecture. These systems were specifically designed to provide students with practical experience in connecting, programming, and tuning Proportional-Integral-Derivative (PID) controllers using the Opto-22 platform. Based on student feedback, the introduction of this system has led to improvements in their understanding of process control concepts and in their perceived preparedness for industry.
In this paper, we present instructions for creating a PLC teaching module, covering everything from physical assembly to phrasing laboratory assignments. We report on data from student surveys and feedback sessions, which reflect the effectiveness of this laboratory experience on student confidence in applying process control concepts in an industrial setting and their perceived preparedness for industry roles. Finally, we discuss the broader implications for chemical engineering education, specifically how real-world control systems can help bridge the gap between academic training and industry demands.