I am sure that all of you who teach in 2-year AAS degree programs hate to hear this, but it is true whether you care to believe it or not. It has always been true to some degree, but I believe it is even more true today than ever simply because the nature of electronic tech work has changed greatly over the years. You really don't need an AAS degree to be a good electronic tech.
I have seen numerous examples of this during my career both as a tech and later as an engineer. But here are a few stories that have really stuck with me. And, I am not making any of this up.
Some of the best techs I have ever known come from a military training background. All of the services are heavy electronics users so have excellent training facilities. They do a supurb job of preparing technician level people for typical technician work like installation, repair, maintenance, serivcing, etc. No engineer or design related work. I think that because the training is so focused on equipment and repair and related duties like operation, it eliminates a great deal of the unnecessary theory that prevails in AAS degree programs. As an AAS degree graduate myself, I encountered may military trained techs in my work. They were good. They knew the related theory but most of all really understood how to apply it to equipment. I think that is still the case. In my experience the Navy techs were the best, but Air Force and Army techs were also good. No wonder these guys were able to get good jobs as techs once they left the service. Industry really recognizes good training and still does.
It is also still possible for a person to be self taught. Most colleges and university academics look down upon those who can teach themselves, I am sad to say. And most companies don't like to hire people who are "supposedly" self taught. How can that be? Doesn't every idiot know you have to go to school to learn properly?
I have seen many self taught techs. An example is a person who got a ham radio license in their teens and then built on that with experience in building ham gear, kits and other hobby related electronics. This person then probably got entry level jobs in TV repair, or got an FCC commercial license, and so on. There used to be some great home study courses in electronics that such people took to learn the theory, math and other material. (There are still a few of these left such as Atlantic International Institute and Cleveland Institute of Electronics). These persons were also ones likely to legitimize their knowledge by getting certified by ETA-I, ISCET or one of the others. I have met many of these guys and they are good. I believe that these are the REAL techs.
One time I was an engineer working for a computer company in Houston and I was given the job to get two computers ready for shipment. Both had been manufactured (mainframe/mini sized computers) but not checked out and configured as required. I had two techs to help me. One was an AAS degree grad and the other one of these self taught types. I assigned one computer to each and turned them loose. The AAS grad found the manuals and went off to his cube to read them and learn the product. The other guy simply plugged the computer in, turned it on and went to work. As it turns out, this guy got his computer running several days before the other did. Both got the job done, but the way they went about it was quite different. I think the AAS grad could explain the computer better and understood the operation better, but the self taught guy had just as satisfactory end result. He could set it up, troubleshoot and fix it faster too. So guess which tech I took with me to the computer shows with exhibits?
When I was running the education and publishing division at Heathkit, we at one time decided to develop a TV/VCR servicing self study package which we were famous for. I wanted once and for all to find out first just what a person really needs to know about electronics to fix TV sets and VCRs. So we initiated a formal job and task analysis. We interviewed numerous techs, observed them doing the work and spoke with supervisors. We clearly identified all the knowledge and skills needed then worked backwards to pin-point just what electronics knowledge matched up to this requirement. Boy, were we surprised. TV/VCR techs really didn't need to know as much electronics as we thought. Most repairs required more specific knowledge of certain TV models and what commonly failed on them. Many repairs were just board swaps. And VCR repairs seem to be either heads or belts. Very few if any actual electronics problems that required a scope, etc. Bummer.... We actually decided not to do a TV/VCR training package. Most of the knowledge and skills are learned on the job or in manufacturer seminars and workshops.
I also got this same message from my son some time back. After a few years at college he decided to get into the PC repair and networking business. And he was completely self taught by just doing the work. He did go off and study for the A+ exam and passed the first time. He had a job within a week and since then he has done well in this field getting certifications passed by self study and working his way up the ladder. He makes lot more money than I do. I asked him one time what electronics he needed and where he learned it. He said, "Dad, you don't need to know anything about electronics to work on PCs." And since then I have discovered he is right. I suppose it helps to know how some of it works but it is not necessary to get the job done.
A great deal of electronics is like that these days. Techs do not design or analyze and theory is almost irrelevant. Some is good and healthy but it does not to be the deep analytical electronics that community colleges try to teach. If those of you who teach electronics would go out and work as a tech or even observe and interview techs as part of a job and task analysis, you would get the picture. With today's electronics buried in ICs, modules and PC boards, it is rarely necessary to work at the component level. Techs work with systems and are concerned with signal flow not electron flow, and their main knowledge is centered around specs, testing, measuring, and the like. Yet we still don't teach that. Why?
Friday, October 14, 2005
Sunday, October 02, 2005
Declining Enrollments Survey Results
Here is the complete tabulated results of my survey on declining enrollments that I conducted via the ETD Listserv that some of you subscribe to.
The first survey I did in 2002 was similar but the decline was 77% at that time. The decline is less now, but those indicating a "flat" result had to work like crazy to keep enrollments from declining. What does not show up here was mention of four more complete electronic department closings due to low enrollments. That makes dozens over the past several years. Still not a good sign.
Anyway, perhaps somewhere in the comments you will see something to help you.
You comments are always welcome.
Lou
RESULTS
Survey on Declining Enrollments in 2-Year AAS Degree Programs in Electronics Technology
Louis E. Frenzel
10/2/05
Original survey sent out via the ETD Listserv on 9/7/05.
Total surveys received: 52
Not all participants answered all questions.
1. In the past 3 years, your enrollments have been:
a. Increasing 15.7%
b. Decreasing 66.7%
c. Flat 17.6%
2. What is the approximate % of change?
a. Increase 4 – 100% (Average 28.4%)
b. Decrease 2 – 100% (Average 30.1%)
3. I there is a decrease, what do you believe are the main causes?
I think there are many factors such as the economy, general attraction of technology on this generation, the lack of proper PR and low science and math skills for incoming candidates.
The Public misconception that electronics is only consumer products which are typically considered disposable.
Improving local economy.
Two factors: First, and most significant, the nationwide decrease is due to Baumois disease.
Second, the decrease is exaggerated. Enrollment levels in electronics technician programs from about 1997 to 2000 were overstated due to the Microsoft and Cisco certification hype . . . these certification seeking students were not really degree seeking students but most colleges (I suspect) declared them as electronics majors and lumped the FTE into the regular program statistics.
I think that the main causes of a decrease in the Electrical Technology program may be because of the inability of students to gain employment in the electrical field within the Wheeling, WV – Steubenville, OH area. That is, all of the steel mills and several other facilities in our local area have lain off a lot of workers due to global competition, etc.
Local industry (i.e. semiconductor mfg) doesn’t need techs., College doesn’t promote program (i.e. Chemeteka CC, 40 miles away gets 80 new students each year and ITT-Tech fills their incoming class every quarter). Raised program math level to comply with ABET-TAC.
High tech downsizing and outsourcing; many other employment paths available to students; lack of preparation of high school students to enter an engineering technology program.
..a serious decline. Part of the problem is that electrical studies require hard work. A knowledge of math principles is also required. Also, as electrical engineers, we also don’t value our profession.
Lack of serious marketing of programs here at our college. The attitude is, if you offer it they will come.
Some students were in National Guard and were activated. Employment in the area is good with only 2.5% unemployment.
I believe that this is due in part to an antiquated program and also to a mismatch between jobs available in our area and the AAS degree. Several studies in our area have shown that people with 2 year AAS degrees are no better off in the marketplace than those with a high school diploma. This seems to be especially true in technology fields.
Lack of effective marketing (mostly NONE) and the misunderstanding b y prospective students of what “technology” entails. A number of students have told me that they thought it was “something taught at a community college”.
Companies have stopped their apprenticeship programs. No marketing of Engineering technology programs by the College. New students lack math skills upon admission.
Lack of public awareness of what Electronic Technician does. Relatively fewer ET related jobs than 10 yrs ago.
Overall decreasing. One reason, from my personal view, is that you can get a higher paying job in the service industry and you don’t have to think analytically or do rote work. An other technology changes faster than curriculum & catalog changes so that puts the offerings at a disadvantage – especially when technical folks have to deal with non-technical folks.
Program cancelled.
In the past 3 years, enrollments have been flat.
Flat. For many programs and I happen to see some of these programs as I am an accreditor for ABET, I feel strongly that the decline is due to the failure of many programs to modernize their curriculum. The electronics business has changed greatly and schools simply have failed to keep u. Also, many schools have failed to address the learning styles of their students and do not teach in a way that helps students with diverse learning styles.
Since our main focus is networking and computer maintenance, the decline in that job market has produced a decline in enrollment. There are other factors as well.
The perception or the reality that electronic de vices are throwaway items and the general downturn in the technical economy for enterprise type jobs in our region.
Supply and Demand . . . High reliability of electronic equipment (less repair or self-diagnosing of problems), Low cost of electronic equipment (cheaper to throw away defective electronics), US gov/industry push to increase H1Bs (too few jobs for too many workers), too many schools teaching electronics.
Perception that there are no jobs. They are all going offshore. For community colleges, an associate degree is no longer sufficient to land a job. Student resistance to math science technology.
Erosion of the manufacturing base has caused a shifting to service areas.
Schools teach mostly dry theory and math. If we are to succeed, we must intrigue students into self-study and discovery. Some of the brightest electronics are done by hackers.
Negative press for manufacturing employment. Increase in similar programs at other universities.
Lack of prepared students and public awareness of employment opportunities.
Math, fewer technicians, lack of publicity for field.
Lack of preparing students in 9-12 for a technology career. Students are not prepared in math and science as they were 20 years ago. Also Technology does not have the appeal as it once did. We are competing against an entertainment world where video games far surpass the sex-appeal of technology, When students in the past came to technology, they were motivated and entertained with what they were seeing in front of them and learning. Now it is viewed as a lot of math and science that is too much hard work. Lastly, industry is now looking more for an individual that can do a variety of skills. Skills such as electronics, some mechanical/machining, assembly and service. No longer are the multiple opportunities of assembly line techs and field service techs. It seems that industry, in my area, want more of what is referred to as a “Mechatronics” individual.
Declining job market. Disconnected administrators who worry more about numbers than quality of education.
Perceived lack of jobs, due primarily to US business practices (electronic design, except in certain industries being done offshore, most manufacturing leaving US).
Lack of Practical Skills, Math and Physics Courses do not motivate students. Job outlook. Difficulty of subject compared to returns. Time required to complete program. .com fall, fewer students interested in math and science, downturn in economy and especially with large companies like INTEL and Micron getting negative publicity, emphasis from parents and school counselors of the perceived necessity to get a 4 year degree, and fewer students period.
Manufacturing going overseas. There is a perception that there are no jobs. Hi tech market is flat.
1. A poor job market that existed in this area (So. Colorado) from 2001 thru 2004. This resulted in poor job placement for the relatively large number of graduates in 2002, 2003 and 2004. The job market has picked up significantly this year and I expect it to be very good for at least the next 5 years.
2. Lack of effective recruiting, advertising and marketing.
3. Confusion over a name change from Electronics Technology to Automated Systems Technology.
4. Competition from private colleges that have moved into the area.
4. If there is an increase, what did you do to initiate this improvement?
· Personal Comment: I was at Sinclair Community College in July for a benchmarking visit meeting with a number of the Sinclair faculty and staff. Sinclair has the second largest engineering technology enrollment in the nation … and their enrollment is growing. Not too many colleges reporting this for electronics programs.
· In the middle of the Spring 2005 semester I began a serious marketing campaign which resulted in 16 new students this semester and I believe of these, 10 to 12 will continue as sophomores in the program. The thing that motivated me to do this was the desire to save the program and the realization that there are good jobs available to those who continue and get a BSET degree. We have a transfer agreement with NJ Institute of Tech. whose graduates are being placed in jobs, and I use this as a “carrot” to keep my advisees motivated. In summary, I think the job market has improved for the type of student we graduate and I believe this is the reason for the increase in enrollment.
· High demand for computer skills in employees seems to be driving the computer increase.
· Improved promotion of just what electronics (EET) is amongst key employees of the college. Especially working with admissions staff closely about job opportunities and high starting salaries. I have trained other people at the college to be my sales representatives for me by establishing a personal relationship with these important college constituents.
· Our college has been attempting to increase enrollments in the technologies in general by publicizing in newspapers, billboards and at career symposiums. Our department has worked at increasing enrollment in Electrical/Electronic Engineering Technology programs by the following methods:
- Attending career symposia
- Encouraging high schools to bring students on tours of the facilities.
- Increasing awareness of Electrical/Electronic Technology by contributing expertise to the College’s Solar Car (North American Solar Car Challenge)
- Providing FREE instruction to grad4e 7 kids to help them plan their future
- Changing curricula to reflect realities of the 21st century (lower math skills of entrants, more digital electronics/less analog
- “Tooting our own horn” wherever and whenever possible.
· While the numbers are flat, we are seeing stronger students entering the program. The HVAC industry has decided that our graduates compete well with BS engineering grads but are cheaper to hire.
· I also feel that if schools are increasing enrollment, it is because they both have modernized their curricula and are also doing a good job of teaching their students.
· We have contracted with a company called EI Academic that publishes a site “Engineering and Technology programs” – Last year a recruiter was hired to recruit specifically into this college, which probably had as much ass anything to do with the improvement.
· Enrollment is cyclic and we were due for an upswing here. We have also started a new electronics option in nanofabrication technology, in conjunction with Penn State University. This has drawn a few additional students into the program. We just built a nice new technology building which may have helped too. Overall, we have always had a very strong electronics program, with a great reputation with local businesses and universities to which our graduates have transferred for their EET and BSEE degrees.
· We typically do the normal recruiting activities; however, I think perhaps the economy has impacted the growth.
· The reason why it stayed flat is because of increased recruitment, otherwise it would have decreased.
· One area in particular that has increased is the Computer networking and Maintenance Program. We have articulation with an on site Computer science Engineering and a computer Science Engineering Technology degree with the University of Toledo. A combination of service orientation and the potential articulation to the 4 year degree with the University partnership have lead to a very strong program at this community college.
· This past spring we had three new classes start in technology which we have not had in years. What we attribute it to is:
i) Partnering and development training classes for local high school technology teachers who in turn promotes our programs.
ii) Ii) Industry advisory boards and multiple industry visits/presentations at industrial group meetings.
iii) Iii) Constant high school visits and open houses.
iv) Iv) Obtaining grants to increase the number of women and minorities in the technology programs.
None of these is a silver bullet but a constant diligence on doing each of these each month keeps the numbers alive. The biggest thing though makes a big impact is getting industry to talk to the parents about careers in this field and that their sons/daughters can make a great living at it. The local community has no idea as to where, what or how much one can make if they pursue such a career. I would not venture to guess nor would most of my colleagues.
· Students tend to have poor math skills; we are still teaching color codes when the world has gone to surface mount. Still haven’t embraced the metric system, teaching logic gates rather than LSI design.
· A lot of work with area companies, military and public schools.
· A. – Availability of a BS degree at our campus. Previously, we were viewed as just a transfer program. Now we are viewed more seriously as a “normal” university.
B. – I have done quite a lot of outreach. I visit ALL the local high school electronics programs EVERY YEAR. I have gotten to know the teachers and, in turn, they have encouraged their students to come to our campus.
C. - The economy. Something like 65% of our local high school students go on to college. Just five years ago, it was something like 25030%. High school counselors have gotten across the message that you need to go to college to get a decent job.
D. – Our new chancellor arrived about four years ago. He has concentrated on publicizing our campus and creating an image that appeals to young people.
E. – We changed our name from EET to ECET (Electrical and Computer ET) a few years ago. This has helped attract students who are interested in computers, but don’t want to become a programmer.
· Competition from private colleges that have moved into the area.
· Revision of Electronic Technician program, creation of Electrical Engineering Technology program.. 2+2 with the Milwaukee School of Engineering’s EET program.
5. Do you believe curriculum content, currency, focus, or relevance a factor in the increase or decrease?
a. Yes 69.2%
b. No 30.8%
· Yes, but in what ways? – this is a big topic. There is a social stigma associated with careers in manufacturing.
· Yes, very much so.
· No.
· Relevancy … the economic reality is the market is not demanding as many electronics technicians as in prior years.
· I think that curriculum content / relevancy of courses is another factor in the decrease of enrollments in two year electrical and/or electronic technology programs nationwide. I have taken steps to curb this decline here at JCC by adding a course in Programmable Logic Controllers (PLCs); I have heard a lot of plants and employers wanting to hire students with experience in programming and troubleshooting/repairing PLCs.
· Yes.
· Yes.
· Possibly! This question does not have a black and white response.
· I do not think this is the problem. Our program tries very hard to keep current with industry needs.
· No.
· The content is current and relevant but the students have as misconception of it.
· Making as many people aware if what we do has helped me immensely. This also includes high school teachers and especially high school counselors. Everyone thinks they know what a doctor, nurse, lawyer, and plumber do, but few if any know even one single acquaintance that is an electronics tech. Also establishing relationships with local HR reps. Finally, making my electronics labs feel as much like home for my commuter students We have our own microwave, refrigerator, toaster (for the pop tarts), and coffee pot as well as snack food and pop sales on the honor system. I could lead an entire workshop on how to make this work for others. By the way, I use your electronic communications book. Very well written and illustrated.
· Yes, relevancy of course work to today’s job market is a big factor.
· Absolutely. The applicants need to see that there is a demand for the program.
· I think that it has a lot to do with the grapevine. Living in a small community, a good track record for job placement gets told to family and friends at work, church, etc. But if a kid can’t find a job, the word gets out to avoid that program.. Example, our EET program enrollment is down this year and I think it is because we had to hire a PT faculty to replace one on medical leave. Word got back to the HS students that the program is not as strong today.
· I think all of these are critical in whether the enrollment is increasing or decreasing.
· YES. It’s a difficult curriculum compared to most all of the other programs in our institution. The student must take math through calculus and three physics’ courses as well as the math based circuit analysis classes.
· Although we have changed curriculum and focus with the intent of improving enrollment, the changes haven’t been in place long enough to have had much of an impact – so I would say it isn’t a factor.
· Somewhat. Yes.
· I think some folks are realizing that the future is in technology, so to some degree, relevancy has an impact.
· We updated our program, but I doubt it has had much of an effect on enrollment.
· No. I revised the curriculum content and program in 2002-2003 to provide good relevancy to our local manufacturing job market.
· Electronics has evolved into a selected technical core for other programs. Example, Electrical, Industrial Maintenance. The decrease in Electronics enrollment has occurred during the past five years. The college here at Northeast deleted the regular Electronics program and added the title to the Electrical program. The program is now called “Electrical/Electronics Technology”. The Electrical program has an electronic core of subjects.
· I believe our society is changing (now a world market) ... we are becoming more like middle men because of outsourcing. Our courses need to be blended more with business/management/project management courses. I can’t believe I just wrote that .. but I’ve seen a case where this helped. As you know, the MBAs are now becoming more specialized towards a technical field.
· Yes, to some extent. In the community college IT programs will need to work with other programs to strengthen the technology component as jobs will require more and more technology from everyone. The old IT career based programs in the community college are on their way out.
· Of course.
· No.
· Relevance of curriculum is important. We need to update our curriculum.
· Yes, I think we have been slow to convert to generalist areas as opposed to specific areas. That seems to be what our local industry wants.
· Absolutely. We have had great success by updating and changing content to meet industry and what is hot in the business world. As an example, we integrated the Cisco networking program into our technology program. We have a few individuals making well over $80,000 with a two year degree because they have the networking attached. Students who combine the electronics with the automotive do exceptionally well because they can repair the electrical problems in today’s cars. Face it, the mechanical parts of cars today do not wear out but the electrical problems are the most costly.
We are this year trying to determine where our focus and content should be the next 5-10 years. We are looking at integrating home networking and home theater certifications to attract more individuals. In essence put into the program what excites people. If you think about it, you can implement telecommunications, electronics, computers, networking, etc. Should we be teaching transistors and op-amps, we are trying to figure that out and would love to work with the masses to figure where we go from here.
The important items to keep in mind are that students must be able to make a career with what they learn and we must have programs that can be justifiably supported.
· Nothing.
· Absolutely, however, you need to have your administration to get involved in focus in students’ academic success rather than kissing ass with higher ups to maintain their employment.
· Yes.
· No.
· For us that is a factor in maintaining enrollment, also things like job placement, salaries, and transferability of courses.
· Yes. We focus more on computer hardware and networks. This has “modernized” our image.
· No. I revised the curriculum content and program in 2002-2003 to provide good relevancy to our local manufacturing job market.
· Yes. The American youth are just not excited about understanding technology, they are just users of it.
· Yes, we raised the bar and the reputation of the program also rose. By expecting more out of the students, we were able to give them a better education. In doing so, they are doing very well in the work place.
The first survey I did in 2002 was similar but the decline was 77% at that time. The decline is less now, but those indicating a "flat" result had to work like crazy to keep enrollments from declining. What does not show up here was mention of four more complete electronic department closings due to low enrollments. That makes dozens over the past several years. Still not a good sign.
Anyway, perhaps somewhere in the comments you will see something to help you.
You comments are always welcome.
Lou
RESULTS
Survey on Declining Enrollments in 2-Year AAS Degree Programs in Electronics Technology
Louis E. Frenzel
10/2/05
Original survey sent out via the ETD Listserv on 9/7/05.
Total surveys received: 52
Not all participants answered all questions.
1. In the past 3 years, your enrollments have been:
a. Increasing 15.7%
b. Decreasing 66.7%
c. Flat 17.6%
2. What is the approximate % of change?
a. Increase 4 – 100% (Average 28.4%)
b. Decrease 2 – 100% (Average 30.1%)
3. I there is a decrease, what do you believe are the main causes?
I think there are many factors such as the economy, general attraction of technology on this generation, the lack of proper PR and low science and math skills for incoming candidates.
The Public misconception that electronics is only consumer products which are typically considered disposable.
Improving local economy.
Two factors: First, and most significant, the nationwide decrease is due to Baumois disease.
Second, the decrease is exaggerated. Enrollment levels in electronics technician programs from about 1997 to 2000 were overstated due to the Microsoft and Cisco certification hype . . . these certification seeking students were not really degree seeking students but most colleges (I suspect) declared them as electronics majors and lumped the FTE into the regular program statistics.
I think that the main causes of a decrease in the Electrical Technology program may be because of the inability of students to gain employment in the electrical field within the Wheeling, WV – Steubenville, OH area. That is, all of the steel mills and several other facilities in our local area have lain off a lot of workers due to global competition, etc.
Local industry (i.e. semiconductor mfg) doesn’t need techs., College doesn’t promote program (i.e. Chemeteka CC, 40 miles away gets 80 new students each year and ITT-Tech fills their incoming class every quarter). Raised program math level to comply with ABET-TAC.
High tech downsizing and outsourcing; many other employment paths available to students; lack of preparation of high school students to enter an engineering technology program.
..a serious decline. Part of the problem is that electrical studies require hard work. A knowledge of math principles is also required. Also, as electrical engineers, we also don’t value our profession.
Lack of serious marketing of programs here at our college. The attitude is, if you offer it they will come.
Some students were in National Guard and were activated. Employment in the area is good with only 2.5% unemployment.
I believe that this is due in part to an antiquated program and also to a mismatch between jobs available in our area and the AAS degree. Several studies in our area have shown that people with 2 year AAS degrees are no better off in the marketplace than those with a high school diploma. This seems to be especially true in technology fields.
Lack of effective marketing (mostly NONE) and the misunderstanding b y prospective students of what “technology” entails. A number of students have told me that they thought it was “something taught at a community college”.
Companies have stopped their apprenticeship programs. No marketing of Engineering technology programs by the College. New students lack math skills upon admission.
Lack of public awareness of what Electronic Technician does. Relatively fewer ET related jobs than 10 yrs ago.
Overall decreasing. One reason, from my personal view, is that you can get a higher paying job in the service industry and you don’t have to think analytically or do rote work. An other technology changes faster than curriculum & catalog changes so that puts the offerings at a disadvantage – especially when technical folks have to deal with non-technical folks.
Program cancelled.
In the past 3 years, enrollments have been flat.
Flat. For many programs and I happen to see some of these programs as I am an accreditor for ABET, I feel strongly that the decline is due to the failure of many programs to modernize their curriculum. The electronics business has changed greatly and schools simply have failed to keep u. Also, many schools have failed to address the learning styles of their students and do not teach in a way that helps students with diverse learning styles.
Since our main focus is networking and computer maintenance, the decline in that job market has produced a decline in enrollment. There are other factors as well.
The perception or the reality that electronic de vices are throwaway items and the general downturn in the technical economy for enterprise type jobs in our region.
Supply and Demand . . . High reliability of electronic equipment (less repair or self-diagnosing of problems), Low cost of electronic equipment (cheaper to throw away defective electronics), US gov/industry push to increase H1Bs (too few jobs for too many workers), too many schools teaching electronics.
Perception that there are no jobs. They are all going offshore. For community colleges, an associate degree is no longer sufficient to land a job. Student resistance to math science technology.
Erosion of the manufacturing base has caused a shifting to service areas.
Schools teach mostly dry theory and math. If we are to succeed, we must intrigue students into self-study and discovery. Some of the brightest electronics are done by hackers.
Negative press for manufacturing employment. Increase in similar programs at other universities.
Lack of prepared students and public awareness of employment opportunities.
Math, fewer technicians, lack of publicity for field.
Lack of preparing students in 9-12 for a technology career. Students are not prepared in math and science as they were 20 years ago. Also Technology does not have the appeal as it once did. We are competing against an entertainment world where video games far surpass the sex-appeal of technology, When students in the past came to technology, they were motivated and entertained with what they were seeing in front of them and learning. Now it is viewed as a lot of math and science that is too much hard work. Lastly, industry is now looking more for an individual that can do a variety of skills. Skills such as electronics, some mechanical/machining, assembly and service. No longer are the multiple opportunities of assembly line techs and field service techs. It seems that industry, in my area, want more of what is referred to as a “Mechatronics” individual.
Declining job market. Disconnected administrators who worry more about numbers than quality of education.
Perceived lack of jobs, due primarily to US business practices (electronic design, except in certain industries being done offshore, most manufacturing leaving US).
Lack of Practical Skills, Math and Physics Courses do not motivate students. Job outlook. Difficulty of subject compared to returns. Time required to complete program. .com fall, fewer students interested in math and science, downturn in economy and especially with large companies like INTEL and Micron getting negative publicity, emphasis from parents and school counselors of the perceived necessity to get a 4 year degree, and fewer students period.
Manufacturing going overseas. There is a perception that there are no jobs. Hi tech market is flat.
1. A poor job market that existed in this area (So. Colorado) from 2001 thru 2004. This resulted in poor job placement for the relatively large number of graduates in 2002, 2003 and 2004. The job market has picked up significantly this year and I expect it to be very good for at least the next 5 years.
2. Lack of effective recruiting, advertising and marketing.
3. Confusion over a name change from Electronics Technology to Automated Systems Technology.
4. Competition from private colleges that have moved into the area.
4. If there is an increase, what did you do to initiate this improvement?
· Personal Comment: I was at Sinclair Community College in July for a benchmarking visit meeting with a number of the Sinclair faculty and staff. Sinclair has the second largest engineering technology enrollment in the nation … and their enrollment is growing. Not too many colleges reporting this for electronics programs.
· In the middle of the Spring 2005 semester I began a serious marketing campaign which resulted in 16 new students this semester and I believe of these, 10 to 12 will continue as sophomores in the program. The thing that motivated me to do this was the desire to save the program and the realization that there are good jobs available to those who continue and get a BSET degree. We have a transfer agreement with NJ Institute of Tech. whose graduates are being placed in jobs, and I use this as a “carrot” to keep my advisees motivated. In summary, I think the job market has improved for the type of student we graduate and I believe this is the reason for the increase in enrollment.
· High demand for computer skills in employees seems to be driving the computer increase.
· Improved promotion of just what electronics (EET) is amongst key employees of the college. Especially working with admissions staff closely about job opportunities and high starting salaries. I have trained other people at the college to be my sales representatives for me by establishing a personal relationship with these important college constituents.
· Our college has been attempting to increase enrollments in the technologies in general by publicizing in newspapers, billboards and at career symposiums. Our department has worked at increasing enrollment in Electrical/Electronic Engineering Technology programs by the following methods:
- Attending career symposia
- Encouraging high schools to bring students on tours of the facilities.
- Increasing awareness of Electrical/Electronic Technology by contributing expertise to the College’s Solar Car (North American Solar Car Challenge)
- Providing FREE instruction to grad4e 7 kids to help them plan their future
- Changing curricula to reflect realities of the 21st century (lower math skills of entrants, more digital electronics/less analog
- “Tooting our own horn” wherever and whenever possible.
· While the numbers are flat, we are seeing stronger students entering the program. The HVAC industry has decided that our graduates compete well with BS engineering grads but are cheaper to hire.
· I also feel that if schools are increasing enrollment, it is because they both have modernized their curricula and are also doing a good job of teaching their students.
· We have contracted with a company called EI Academic that publishes a site “Engineering and Technology programs” – Last year a recruiter was hired to recruit specifically into this college, which probably had as much ass anything to do with the improvement.
· Enrollment is cyclic and we were due for an upswing here. We have also started a new electronics option in nanofabrication technology, in conjunction with Penn State University. This has drawn a few additional students into the program. We just built a nice new technology building which may have helped too. Overall, we have always had a very strong electronics program, with a great reputation with local businesses and universities to which our graduates have transferred for their EET and BSEE degrees.
· We typically do the normal recruiting activities; however, I think perhaps the economy has impacted the growth.
· The reason why it stayed flat is because of increased recruitment, otherwise it would have decreased.
· One area in particular that has increased is the Computer networking and Maintenance Program. We have articulation with an on site Computer science Engineering and a computer Science Engineering Technology degree with the University of Toledo. A combination of service orientation and the potential articulation to the 4 year degree with the University partnership have lead to a very strong program at this community college.
· This past spring we had three new classes start in technology which we have not had in years. What we attribute it to is:
i) Partnering and development training classes for local high school technology teachers who in turn promotes our programs.
ii) Ii) Industry advisory boards and multiple industry visits/presentations at industrial group meetings.
iii) Iii) Constant high school visits and open houses.
iv) Iv) Obtaining grants to increase the number of women and minorities in the technology programs.
None of these is a silver bullet but a constant diligence on doing each of these each month keeps the numbers alive. The biggest thing though makes a big impact is getting industry to talk to the parents about careers in this field and that their sons/daughters can make a great living at it. The local community has no idea as to where, what or how much one can make if they pursue such a career. I would not venture to guess nor would most of my colleagues.
· Students tend to have poor math skills; we are still teaching color codes when the world has gone to surface mount. Still haven’t embraced the metric system, teaching logic gates rather than LSI design.
· A lot of work with area companies, military and public schools.
· A. – Availability of a BS degree at our campus. Previously, we were viewed as just a transfer program. Now we are viewed more seriously as a “normal” university.
B. – I have done quite a lot of outreach. I visit ALL the local high school electronics programs EVERY YEAR. I have gotten to know the teachers and, in turn, they have encouraged their students to come to our campus.
C. - The economy. Something like 65% of our local high school students go on to college. Just five years ago, it was something like 25030%. High school counselors have gotten across the message that you need to go to college to get a decent job.
D. – Our new chancellor arrived about four years ago. He has concentrated on publicizing our campus and creating an image that appeals to young people.
E. – We changed our name from EET to ECET (Electrical and Computer ET) a few years ago. This has helped attract students who are interested in computers, but don’t want to become a programmer.
· Competition from private colleges that have moved into the area.
· Revision of Electronic Technician program, creation of Electrical Engineering Technology program.. 2+2 with the Milwaukee School of Engineering’s EET program.
5. Do you believe curriculum content, currency, focus, or relevance a factor in the increase or decrease?
a. Yes 69.2%
b. No 30.8%
· Yes, but in what ways? – this is a big topic. There is a social stigma associated with careers in manufacturing.
· Yes, very much so.
· No.
· Relevancy … the economic reality is the market is not demanding as many electronics technicians as in prior years.
· I think that curriculum content / relevancy of courses is another factor in the decrease of enrollments in two year electrical and/or electronic technology programs nationwide. I have taken steps to curb this decline here at JCC by adding a course in Programmable Logic Controllers (PLCs); I have heard a lot of plants and employers wanting to hire students with experience in programming and troubleshooting/repairing PLCs.
· Yes.
· Yes.
· Possibly! This question does not have a black and white response.
· I do not think this is the problem. Our program tries very hard to keep current with industry needs.
· No.
· The content is current and relevant but the students have as misconception of it.
· Making as many people aware if what we do has helped me immensely. This also includes high school teachers and especially high school counselors. Everyone thinks they know what a doctor, nurse, lawyer, and plumber do, but few if any know even one single acquaintance that is an electronics tech. Also establishing relationships with local HR reps. Finally, making my electronics labs feel as much like home for my commuter students We have our own microwave, refrigerator, toaster (for the pop tarts), and coffee pot as well as snack food and pop sales on the honor system. I could lead an entire workshop on how to make this work for others. By the way, I use your electronic communications book. Very well written and illustrated.
· Yes, relevancy of course work to today’s job market is a big factor.
· Absolutely. The applicants need to see that there is a demand for the program.
· I think that it has a lot to do with the grapevine. Living in a small community, a good track record for job placement gets told to family and friends at work, church, etc. But if a kid can’t find a job, the word gets out to avoid that program.. Example, our EET program enrollment is down this year and I think it is because we had to hire a PT faculty to replace one on medical leave. Word got back to the HS students that the program is not as strong today.
· I think all of these are critical in whether the enrollment is increasing or decreasing.
· YES. It’s a difficult curriculum compared to most all of the other programs in our institution. The student must take math through calculus and three physics’ courses as well as the math based circuit analysis classes.
· Although we have changed curriculum and focus with the intent of improving enrollment, the changes haven’t been in place long enough to have had much of an impact – so I would say it isn’t a factor.
· Somewhat. Yes.
· I think some folks are realizing that the future is in technology, so to some degree, relevancy has an impact.
· We updated our program, but I doubt it has had much of an effect on enrollment.
· No. I revised the curriculum content and program in 2002-2003 to provide good relevancy to our local manufacturing job market.
· Electronics has evolved into a selected technical core for other programs. Example, Electrical, Industrial Maintenance. The decrease in Electronics enrollment has occurred during the past five years. The college here at Northeast deleted the regular Electronics program and added the title to the Electrical program. The program is now called “Electrical/Electronics Technology”. The Electrical program has an electronic core of subjects.
· I believe our society is changing (now a world market) ... we are becoming more like middle men because of outsourcing. Our courses need to be blended more with business/management/project management courses. I can’t believe I just wrote that .. but I’ve seen a case where this helped. As you know, the MBAs are now becoming more specialized towards a technical field.
· Yes, to some extent. In the community college IT programs will need to work with other programs to strengthen the technology component as jobs will require more and more technology from everyone. The old IT career based programs in the community college are on their way out.
· Of course.
· No.
· Relevance of curriculum is important. We need to update our curriculum.
· Yes, I think we have been slow to convert to generalist areas as opposed to specific areas. That seems to be what our local industry wants.
· Absolutely. We have had great success by updating and changing content to meet industry and what is hot in the business world. As an example, we integrated the Cisco networking program into our technology program. We have a few individuals making well over $80,000 with a two year degree because they have the networking attached. Students who combine the electronics with the automotive do exceptionally well because they can repair the electrical problems in today’s cars. Face it, the mechanical parts of cars today do not wear out but the electrical problems are the most costly.
We are this year trying to determine where our focus and content should be the next 5-10 years. We are looking at integrating home networking and home theater certifications to attract more individuals. In essence put into the program what excites people. If you think about it, you can implement telecommunications, electronics, computers, networking, etc. Should we be teaching transistors and op-amps, we are trying to figure that out and would love to work with the masses to figure where we go from here.
The important items to keep in mind are that students must be able to make a career with what they learn and we must have programs that can be justifiably supported.
· Nothing.
· Absolutely, however, you need to have your administration to get involved in focus in students’ academic success rather than kissing ass with higher ups to maintain their employment.
· Yes.
· No.
· For us that is a factor in maintaining enrollment, also things like job placement, salaries, and transferability of courses.
· Yes. We focus more on computer hardware and networks. This has “modernized” our image.
· No. I revised the curriculum content and program in 2002-2003 to provide good relevancy to our local manufacturing job market.
· Yes. The American youth are just not excited about understanding technology, they are just users of it.
· Yes, we raised the bar and the reputation of the program also rose. By expecting more out of the students, we were able to give them a better education. In doing so, they are doing very well in the work place.
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