Monday, December 05, 2005

Gloom And Doom

While this block tries to take a positive approach to the declining enrollment problem, you should at least think about the possibility that your department could in the near future be phased out and closed. That has already happened to many schools from coast to coast. While they are in the minority, it is a grim reminder that, paraphrasing the old saying, "there but for the sake of God go I." Let's face it, it could happen to you. If you have been fighting the problem for a while, you should be more than a little concerned. Hard-hearted college administrators have little to lose by closing your department and making themselves look good by investing in some other newer more promising career areas.

I have heard more than a few say that if electronic technology AAS programs are fading away, so be it. There must be a good reason. A season for all things, so to speak. Maybe the need for techs has reached its low point and few if any are needed. At least the kind of techs we have been producing for the past few decades. Maybe the tech is becoming extinct. We should put them on the endangered species list and get some government aid or something. Electronic technology technicians seem to be so much more worthwhile that saving the salamander, the spotted owl, grizzly bear or cave spider.

While that view does have its own logic, I just cannot seem to subscribe to it. What I see is a bunch of academic programs that have not kept up with the times. Faculty burying their heads in the sand refusing to acknowledge the massive technological, social and economic changes going on or especially doing anything about them. Schools keep on doing what they have always done because it is easy and comfortable......not to mention irresponsible. Maybe the price you pay for inattention and inaction is technological obsolescence and eventual oblivion.

Your only hope at this point is to take things into your own hands and put together a plan to save the day, then implement it....FAST. If you have read this blog you already know there are lots of ideas and solutions in here. What you need to do is put together a plan based on what you think will work best in your own case. To take no action is to decide that you will simply ride it down to zero over the next few years. What a nice way to end a career. Wouldn't you rather go down fighting? I urge you to get started on some kind of plan now. No one else is going to do it. Even if you think that taking such an initiative is not your job as a professor, you may not have that job unless you do.

There is a basic rule in the business world that you should follow here. No, it is not that the business should make a profit for its stock holders. That is a priority in business, of course. But not the main priority. The number one priority is.....SURVIVAL. If you don't live to fight another day you have no business. Your goal at this point is to survive the down turn and come out bigger and better than ever. At least give it a try. You will most certainly feel better about yourself if you do lose your job to a closure. And who knows, it could turn things around or give you more time.

Here is a check list of some of the key tactics to implement your strategy.
  • Change the name of the department to something more attractive and meaningful.
  • Shift focus to some more promising and exciting field.
  • Closely examine the local industry and job prospects and identify some new opportunities.
  • Call your industry advisiory board together for an emergency session. Get some answers.
  • Revise and up date the courses and curriculum.
  • Get out and recruit in high schools and elsewhere.
  • Advertise and use PR.
  • Up date yourself technically by self study or with financial help from your department if available. Learn something new.
  • Do something drastic and innovative. What have you got to lose?

As a back up plan, consider your options should your department close. If you are old enough, retirement is the best bet, but that is not a happy way to go. You may not have any other good choices. Maybe you can join another department assuming you have the credentials. How about computer technology or math? If you are young enough, you can always go back to industry. It is tough being away even for a few years because of the rapid and significant changes that occur continuously. Nevertheless, get back into industry if you can.

Another option is teaching at one of the local proprietary schools with AAS degrees. They are doing better than the public community colleges for sure. Schools, like ITT, Corinthian Colleges, DeVry and a few others would no doubt welcome you. I suspect that like most academics you are pretty uppity and arrogant so think that proprietary schools are beneath you. But, what do you really know about them? They are doing better than you are. And they are better than you think. Don't knock them until you have tried them. I have and can tell you will be surprised.

If you have the appropriate academic credentials, consider going to one of the 4-year bachelor of technology degree granting universities. These are still doing well, at least better than community colleges. If you love teaching and academia, this is a great option.

Anyway, the main message is do something, NOW. And let us all know via this blog how it works.

7 comments:

Anonymous said...

Hi,

I'm Roy Brixen and I teach electronics technology at College of San Mateo in the San Francisco Bay Area. We are located 25 miles south of SF and 25 miles north of Silicon Valley. By all accounts, our program should be booming, but like most of the rest in the Bay Area we are looking for students.

We all know that making change is hard work and very time consuming. We also have to acknowledge that electronics technology of today is NOT the electronics technology when we went to school and/or worked in industry.

I teach the digital sequence at CSM and I decided that I wanted to see what was really going on the real world of digital electronics. So, I made some appointments and visited some companies doing heavy digital hardware and mixed signal. Specifically, I wanted to find out what does a tech do in a digital company in Fall of 2005.

Here's what I found out and here's what I'm doing about it.

First, surface mount hardware is EVERYWHERE. Through-hole components are considered legacy support only. The chips are huge, they are MOS, they are static sensitive, and they are programmable (big CPLDs and FPGAs). The only place I saw dedicated TTL/CMOS hardware was at a company supporting older test equipment. Techs still read schematics, they read logic diagrams, they read block diagrams, and they read functional descriptions. Techs still measure voltage, they measure logic levels, and they use DMMs, probes, scopes, and logic analyzers.

If the company is doing original design, techs get access to programming software and tools, mostly so they can printout the waveform patterns and logic diagrams that are predicted by the design software. They use the printouts to verify chip performance via logic analyzers and other test equipment. Changing code requires an ECO and doing it without engineering authorization is a firing offense.

If the company is a user of digital electronics to enhance another product or make something that is not electronic (like cookies), the tech uses a block diagram, on-board test LEDs, some on-board test points, along with DMMs and scopes to verify performance and seek problems. Mostly they replace the board. This is a cost issue. You cannot stop a production line producing $100K/hour of revenue for the company to look for a $00.24 part. It is just no done. Find the board and replace it. Get the line up again, FAST. Maybe the board is repaired on site, maybe back at a repair depot. This is system troubleshooting in a high pressure situation.

Next time I teach digital it will be a new course. 25% TTL legacy and 75% programmable logic. A mix of through-hole and SMT. Lots of programming. And, my wonderful units on K-maps and boolean reductions will have to be seriously reduced--these tasks are now totally programming software driven. Block diagrams, schematic diagrams, and waveform diagrams will be stressed throughout.

I also looked at our microprocessor courses. I am so proud of the work I've done on these two classes--basic system arch. and assembly language programming followed by interfacing (serial I/O, parallel I/O, interrupts, memory expansion, and data conversion). Boy, it was sure fun to effective build an XT or early AT in Spring of 2005.

How does this match what I found? Well, microcontrollers are everywhere. If a CPLD or a FPGA is too expensive and complex, a PIC microcontroller is the quick fix. If you look at sales numbers, the microcontoller market sells more individual chips that anyone. They don't make much money because the chips are cheap and they are not very spectacular. They are, however, workhorse logic devices. They are programmed on a PC in assembly, BASIC, or C. They do almost everything that their big brothers do, only slower and with a lot less software overhead (you don't need a Billyware product to run them). Thus, you do not need to look through Winsomething in order to deal with CPU or the peripherals.

So, over the summer, I took a chance. I talked by Dean into buying me 25 microcontroller for the micro class. Plus lots of support parts. I wanted to try this stuff and I was looking at a good group of students to work with. The experimental course was called Robotics and Microcontroller Electronics. It was full and closed to additional adds before school opened in August.

Everybody wants more lab time. Everybody is enhancing the labs with programming tweeks. Turns out, this generation really likes to program stuff. I used to say if it moves, lights up, and/or makes noise, its a good activity. Now add programmability to that list. Only two drops, both personal issues. And, they all want to take part 2 going up this spring.

Best of all, electronics is fun again--for me and for the students.

Sure, writing 16 labs during the school year was very time intensive. Putting together a course on the fly is a challenge, but the results are well worth it.

My basic DC/AC students have watched what the advanced students are doing, and they cannot wait to get there. I think this is working and I didn't dumb anything down. That list of topics from the old class struture will be covered by the time I finish with the students in May of 2006. Same content, different focus and more modern hardware.

Comments?????

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