Insights from Establishing a Welding Robotics Training Facility

The American welding industry faces a critical labor gap. According to AWS, 320,500 new welding professionals are projected to be needed in the United States by 2029 (Ref. 1). This gap affects manufacturers across the country, from rural operations to major industrial centers. As traditional manual welding positions become increasingly challenging to fill, robotic welding automation has emerged as a strategic solution, but this shift creates a new challenge: training a workforce capable of programming, operating, and maintaining these sophisticated systems.

Case studies illustrate the impact of this automation transition. Will-Burt Co. in Orrville, Ohio, struggled to find skilled welders and needed to grow fabrication sales. The company discovered that robots operate 3–4 times more efficiently than manual welding, adding 240–320 hours of welding capacity per week and approximately $4 million in additional contract work (Ref. 2). Additionally, Advanta Southeast LLC, Manning, S.C., adopted robots to address its need for welders, achieving a 400% increase in output over manual welding while freeing human welders to focus on complex tasks (Ref. 3).

These industry transformations underscore a critical need: Educational institutions must prepare the next generation of workers not just to weld but to work alongside and manage robotic systems. LeTourneau University’s experience establishing the Longview Robotics & Technology Center in Longview, Tex., offers practical insights for other institutions and industry partners considering similar initiatives.

Vision Formation

The center’s origins trace to longstanding relationships between the university and regional manufacturers. Priefert Manufacturing, an East Texas manufacturer of livestock and industrial equipment known for advanced fabrication capabilities, was actively pursuing automation of its welding processes. Komatsu Longview Operations, a manufacturer of mining equipment, had already implemented automated and robotic welding systems for some of its larger parts. Its future expansion also included plans to utilize robotic welding to automate several other areas of manufacturing.

Dialogue with local industry partners, including these manufacturers and other robotics companies, generated significant enthusiasm and revealed a convergence of needs. The industry faced workforce gaps and challenges with automation. The university had welding program expertise, with one of the oldest programs in the country, but lacked a specific focus on robotic applications. The Longview Economic Development Corp. (LEDCO) recognized the regional economic development potential and provided initial seed funding through a one-time gift.

The vision evolved into the Longview Robotics & Technology Center: a facility featuring multiple laboratories, applied learning projects, and hands-on training opportunities. From the outset, planners considered multiple robotics brands, reflecting a commitment to expose students and industry professionals to various industry-standard platforms rather than training them on a single proprietary system.

Technology Evaluation and Selection

The team explored products from many different vendors, evaluating each option based on four primary criteria: initial cost, functional capabilities, integration complexity, and, critically, the availability of structured student training packages and continuing education credits.

One significant early realization reshaped the project scope: purchasing standalone robot arms and controllers proved insufficient. Full integration, including welding equipment, safety systems, workstations, and control interfaces, was essential and far more complex than initially anticipated. This discovery influenced both budget projections and timeline expectations.

Ultimately, Yaskawa was selected as the initial platform partner based on its standardized curriculum and continuing education unit (CEU) accreditation, both of which directly supported the center’s educational mission and workforce development goals. The center currently houses five GP8 robots, one cobot cell, and one AR1440 industrial cell. All robots use the YRC1000 controller. There are also plans to expand the center in the future.

Implementation Challenges and Solutions

Integration proved more technically demanding than anticipated. Initial equipment configurations didn’t align with facility requirements, necessitating collaborative troubleshooting and complete workstation redesigns. The most significant challenge emerged in the area of trainer development. Finding qualified instructors who understood both welding fundamentals and robotic programming proved difficult. Moreover, the training-the-trainer process required a substantial time investment. An initial ambiguity about whether the training focus should emphasize welding technique or programming logic eventually required explicit clarification and curriculum adjustment.

Vendor communication presented its own learning curve. Requirements weren’t always clearly communicated or understood, resulting in numerous verification emails and calls. In retrospect, the university team recognized that involving Yaskawa Academy representatives and key technical contacts earlier in the purchasing process would have streamlined implementation.

Flexibility proved essential to success. When contractors suggested alternative wiring approaches or workstation configurations, the team’s openness to these recommendations prevented costly mistakes. The project required constant adaptation, a characteristic that became a strength rather than a weakness.

Strategic Insights and Cultural Strengths

Three strategic advantages emerged from this experience.

1. Yaskawa’s integrated control over both equipment and curriculum enabled consistency. This is valuable in educational settings where learning outcomes must be predictable and measurable.
2. Understanding vendor support capabilities proved critical; not all manufacturers structure their educational support in the same way.
3. The project confirmed that adaptability and collaborative problem solving matter more than perfect initial planning.

In addition, the team’s internal culture significantly influenced outcomes. They embodied the university’s mission and focus on treating people with love, respect, and grace. Participants maintained a collaborative rather than adversarial posture when challenges arose. Engineers, administrators, technicians, and academic leaders communicated effectively across departmental boundaries. This relational foundation enabled the team to navigate technical difficulties without fracturing partnerships or losing momentum.

Current and Future Direction

The center currently serves industry robotic welding training needs with five-day, hands-on training. Industry professionals who complete the program receive a certificate directly from Yaskawa that verifies their completion of recognized CEUs. In a relatively short period, the training has positively impacted regional and statewide manufacturing. Additionally, students can participate in the training side-by-side with industry professionals while earning a valuable, industry-recognized credential in robotic welding.

The center plans to expand to offer more training options and partner with additional robotic companies. Initial conversations with AWS regarding Certified Robotic Arc Welding (CRAW) training and examinations have taken place, with the hope of collaboration in the near future. The center has hosted many diverse tour groups, ranging from local high schools to faculty from overseas institutions. Plans include introducing robotic welding through summer camps and integrating Yaskawa certification into STEM degree programs. The center will continue to become increasingly ingrained in the institution and the East Texas community.

Concluding Thoughts

Establishing a welding robotics training facility requires more than equipment procurement. Three important lessons have emerged from LeTourneau’s experience, as detailed below.

• Industry-academic collaboration must be genuine and sustained. Priefert, Komatsu, LEDCO, and multiple vendor partners didn’t simply provide funding or equipment. They contributed expertise, feedback, and ongoing support. Educational institutions cannot develop relevant training programs in isolation from industry realities.
• Standardized curricula enable scalable training. While hands-on experimentation has value, structured learning pathways ensure consistent skill development. Institutions may prioritize vendors who offer comprehensive educational support, not just hardware sales.
• Training the trainer represents a hidden but substantial challenge. Institutions must budget time and resources for instructor development, recognizing that technical expertise and teaching ability don’t always coincide. Building internal capacity takes longer than installing equipment.

For other institutions considering similar initiatives, here’s a bit of advice: start with industry partnerships, prioritize vendors with educational infrastructure, plan for integration complexity, invest in trainer development, and maintain relational care and grace. The welding workforce challenge won’t resolve itself, but collaborative, adaptive, industry-connected educational programs can make substantial contributions toward solutions.

References

1. American Welding Society, Shining a Light on the Welding Workforce. Retrieved February 23, 2026, from weldingworkforcedata.com.

2. Fanuc, Rural Manufacturer Facing Welder Shortage Turns to FANUC’s Arc Welding Robots for Fabrication. Retrieved February 24, 2026, from fanucamerica.com/case-studies/weldbot-will-burt.

3. Goldiez, R. 2023. Solving the welder shortage with cobots. Welding Journal 102(17): 24–26. This article can also be found at aws.org/magazines-and-media/welding-digest/2023/july/wd-july-23-solving-the-welding-shortage.

This article was written by Michael J. McGinnis (dean, School of Engineering and Engineering Technology), Charles Jeffress (welding lab technician, adjunct faculty, School of Engineering and Engineering Technology), and Alan Clipperton (vice president, Office of Global Initiatives & Industry Engagement) for the American Welding Society.