The History of Professional Flight
Technology
Flight education began in 1956 with a two-year
program open to individuals who had completed certification
requirements for the commercial pilot certificate with an
instrument rating. This program utilized the resources of
Purdue Aeronautics Corporation (PAC), a Purdue subsidiary
established for the sole purpose of supporting aviation education.
PAC operated a fleet of DC-3 aircraft and was licensed by
the CAB as a supplemental air carrier (charter). Students
flew as copilot on DC-3 aircraft and participated in associated
air carrier activities such as dispatch and flight following.
Coursework included aircraft systems and advanced work in
airway procedures. PAC continued to be a focal point for flight
education until it ceased operation in the early 1970s.
In 1964, a new two-year flight education
program was created that provided students with the commercial
certificate and instrument rating. Graduates of this program
were expected to be “job ready” for employment in entry level,
general aviation flight positions. This program was later
upgraded and became the second two years of a 2+2 plan of
study. The first two years was called General Aviation Flight
Technology (GFT) to distinguish it from the final two years,
which was named Professional Pilot Technology (PPT). Successful
completion of GFT, PPT, and associated general education coursework
resulted in a student earning the bachelor of science degree
in aviation technology (BSAT). In an effort to clarify purpose
and focus, GFT was renamed Aviation Flight Technology (AFT)
during fall 1996. Although courses have been updated and rearranged,
the fundamental structure of the Associate Degree program
remains essentially unchanged since1964.
The PPT program required constant flexibility
to best utilize the ever-changing resources of
Purdue Aeronautics Corporation. After the introduction of
DC-6 aircraft at Purdue University, a DC-6 simulator was added
and DC-6 systems were taught. The DC-6 flight engineer program
was subsequently developed. A few selected students also qualified
as DC-6 first officers. PAC was dissolved and Purdue Airlines
was formed, in 1970. With this change, the DC-3 and DC-6 aircraft
were sold and DC-9 aircraft purchased in an effort to provide
state-of-the-art educational opportunities. The student’s
role in this operation was reduced to flying as a flight deck
observer. As evidence of the airline’s commitment to education,
a third crew seat was installed to accommodate this function.
Because of financial considerations, Purdue Airlines ceased
operations in 1971, thus ending a unique and prolific relationship
between industry and education.
With the demise of Purdue Airlines, the
PPT program faced difficulties in locating new resources to
provide students with vital transport aircraft experience
which would be of value to air carriers. The result was development
of an FAA approved flight engineer program utilizing transport
category simulators. Initially, the program used Boeing 707s
followed by a Douglas DC-8. More importantly, both involved
airline partnerships, which encouraged students to complete
that carrier’s training package. The current program is oriented
around the Boeing 727 and utilizes B-727-100 Level A and B-727-200
Level C FAA certified simulators. All training and check rides
utilizing this equipment are accomplished at Purdue. Because
of the increasing industry emphasis on piloting skills, particularly
in cockpits with computer generated displays and the decreasing
need for flight engineers, student demand for the certificate
has declined. As a result, the issue of how much longer the
certificate should be offered is under review.
The B-727 simulators provide transport category
training for all junior and senior year flight majors. The
PPT program was renamed Professional Flight Technology (PFT)
in 1997 to standardize plan of study terminology. United Airlines
donated Boeing 727 and 737 aircraft to Purdue for use as laboratories
by all Aviation Technology students.
Another integral part of final two years
of the Professional Flight Technology program involves
what is now called Turbine Flight Operations (TFO - formerly
Supervised Flight Operations, SFO).TFO combines the need for
air transportation by members of the university community
with the multi-engine turbine flight experience required for
students. The concept began in the 1960s with the donation
of a used corporate Beech 18 aircraft, which was later replaced
by a Piper Navajo. The turbine age began in 1983 with the
addition of a Beechcraft C90-1 King Air. Today, the turbine
fleet consists of two Raytheon Beech Super King Air 200’s
and a Raytheon Beechjet 400A all equipped with the latest
satellite navigation, collision avoidance, flight management
systems, and computer generated displays. All flight students
serve as copilot on the Raytheon Beech Super King Air 200's.
This activity allows them to experience actual airway procedures
and corporate aircraft operations, in a variety of weather
conditions throughout the United States. A select group of
six students per year are chosen through a competitive process
to receive a type rating and serve as copilot on the Raytheon
Beechjet 400A. The TFO program served as a model in developing
a corporate specialty area for students in the late 1980s.
During this same time period, students could choose between
airline, regional airline, and corporate plans of study. After
much review and discussion, the flight faculty determined
that the knowledge and skills required for success in these
three areas were, in fact, common and, as a result, the three
programs were merged into one Professional Flight Technology
program. All flight majors now earn the BSAT through the same
plan of study rather than having to choose between three separate
options.
In a related area, Purdue faculty played
a key role in the development of crew resource management
(CRM) training and offered one of the first collegiate courses
in the early 1980’s. CRM concepts are practiced throughout
the Purdue program. Additionally, industry partnerships with
major airlines, regional carriers, and corporate operators
provide many internship and co-operative education opportunities
for students. The flight faculty continues to be actively
involved with industry, articulating needs, evaluating curriculum
content, and appraising the quality of Professional Flight
Technology students.
The Aviation Flight Technology
and Professional Flight Technology programs are offered only
at the West Lafayette campus.
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