I want to discuss something serious. Like just where is the BSET degree going? I have always had the nagging feeling that it was not really necessary especially today. Maybe when those degrees were first offered they were just the right thing but with so many changes in electronics engineering over the years, maybe the BSET is just a redundancy.
The first bachelor's degrees in technology came along in the mid 1960's. I know. I have one called a Bachelor in Applied Science (BASc) given by the first school to award them, the University of Houston. The idea was to fill the need for jobs called "technologists". Not engineers or not technicians, technologists. Well as it turned out there never were any jobs called technologists in industry. I have never seen such a thing in my 30 plus years in industry. When I got my BASc in 1965, I was immediately hired as an engineer and all my subsequent jobs were with that title. Most employers never heard of technologists but of course knew what techs were and engineers. My BAS degree adequately prepared me to do most engineering. The only topics I did not get were statics, dynamics and thermo which I never used anyway.
The same thing is roughly true today. BSET grads mostly become engineers. Maybe more of them go into manufacturing, sales and marketing, field service but a large percentage of them do actual engineering. Don't tell those with PE licenses as they will have a hemorrhage. PEs never accept the fact that you don't actually have a PE license to do engineering work. That is especially true in electronics.
So what am I saying here? Is the BSET really necessary? Why don't we just call that degree a BSEE in applied engineering or something like that and make the BSET departments part of engineering? When I look at the curricula for EEs and ETs at the BS level they are so close that it seems silly to duplicate. Both BSEEs and BSETs take the same math and science any way, and the electronic courses mostly use the same texts and cover the same material just under a different rubric. How dumb is that? I know it is political and turf building more than anything.
Another part of the problem is that as AAS degree programs move toward a more systems approach and one less focused on circuit analysis and design they become a poorer fit for transfer to BSET programs. I say let AAS programs concentrate on the needs of technicians and industry and less on what is needed to transfer to a BSET program. I suspect the total transfers from AAS to BSET to be very small anyway. If an AAS grad wants a BS degree, he or she should go to a university offering an Industrial Technology degree. It is a better fit anyway.
What are your thoughts on this?
LF
Monday, May 17, 2010
Wednesday, May 05, 2010
New Book on the Systems Approach
You have probably been hearing about how the right way to update an AAS degree curriculum in electronics is to pursue a systems path. You can certainly read about it in one of my past posts. That approach is to begin emphasizing systems and equipment and concentrate less on components and circuits. Modern techs do not analyze or design circuits.....they are not engineers. And few if any are headed to be engineering techs even if such jobs were plentiful. Most techs today do troubleshooting, service and repair. They install and operate equipment. And the do lots of testing and measuring. Yet the current curricula is still stuck in the old "troubleshoot to the component level" thing or teaching ten ways to bias a BJT when MOSFETs clearly rule electronics these day.
So far I have not identified any system level texts to help you go the system route. But I did write a book that takes that approach. It is called Electronics Explained: The New Systems Approach to Learning Electronics. It is published by Newnes/Elsevier and is available now. You can get a copy through Amazon or Barnes & Noble. It is not a formal textbook, but more a trade book but it gives you a good look at what a text would cover and how it would cover it.
If you want to get a head start on revising to the highly touted systems approach, this book will get you started. And don't forget to go to the Esyst website that I mentioned in an earlier post. www.esyst.org.
LF
So far I have not identified any system level texts to help you go the system route. But I did write a book that takes that approach. It is called Electronics Explained: The New Systems Approach to Learning Electronics. It is published by Newnes/Elsevier and is available now. You can get a copy through Amazon or Barnes & Noble. It is not a formal textbook, but more a trade book but it gives you a good look at what a text would cover and how it would cover it.
If you want to get a head start on revising to the highly touted systems approach, this book will get you started. And don't forget to go to the Esyst website that I mentioned in an earlier post. www.esyst.org.
LF
Thursday, April 15, 2010
The Systems Approach to Electronic Technology Education
You have probably heard of this by now. Many are proposing that the teaching of electronic technology (ET) should take a more systems view rather than the circuit analysis approach that most schools use now. I am one of those who recognized this approach years ago. Employers have known about it for years but have never pushed the issue with the colleges. Yet, as technology and industry move on, it is time for the schools to adapt. Painful as it is for any school to change, it is a must if the ET program is to survive.
In a nutshell, the colleges teach a component and circuit oriented approach to electronics. Analyze discrete component circuits. Lots of calculations and even coverage of things that are no longer relevant. For example, think of how much time you devote to teach BJTs and biasing. Or teaching Karnaugh maps and TTL. Today, most circuits are ICs so who needs to know ten ways to bias a BJT? And most of those ICs are MOSFETs anyway. In the same way, most digital circuits are implemented with embedded controllers and FPGAs. TTL went away years ago anyway. Besides techs do not design or analyze these circuits anyway. It is a waste of time, especially in a 2-year program where time and efficiency rule the curriculum.
What techs really need to know today is how the equipment and systems work. Signal analysis and flow rather than circuit analysis. Block diagram analysis rather than schematics. Techs troubleshoot, service, maintain, test, measure, install, operate and otherwise work with the equipment. Repair is at the board and module level, not so much at the component level in most cases. All courses should be changed to reflect this systems approach that employers want and techs need to do the work today.
Some schools have already made some changes in this direction but more needs to be done. It is hard for faculty to discontinue what they have been doing for years. And it is hard to know exactly how to make the changes or what the changes should be. And there are no textbooks taking this approach, yet.
If you are interested in moving your ET program into the 21st century, you need to get on this bandwagon. A quick start way is to look at the work that has been done over the past 3 years on an NSF grant that funded a systems development program. Go to www.esyst.org. Lots of guidelines and detailed recommendations. It is time to change.
Lou Frenzel
In a nutshell, the colleges teach a component and circuit oriented approach to electronics. Analyze discrete component circuits. Lots of calculations and even coverage of things that are no longer relevant. For example, think of how much time you devote to teach BJTs and biasing. Or teaching Karnaugh maps and TTL. Today, most circuits are ICs so who needs to know ten ways to bias a BJT? And most of those ICs are MOSFETs anyway. In the same way, most digital circuits are implemented with embedded controllers and FPGAs. TTL went away years ago anyway. Besides techs do not design or analyze these circuits anyway. It is a waste of time, especially in a 2-year program where time and efficiency rule the curriculum.
What techs really need to know today is how the equipment and systems work. Signal analysis and flow rather than circuit analysis. Block diagram analysis rather than schematics. Techs troubleshoot, service, maintain, test, measure, install, operate and otherwise work with the equipment. Repair is at the board and module level, not so much at the component level in most cases. All courses should be changed to reflect this systems approach that employers want and techs need to do the work today.
Some schools have already made some changes in this direction but more needs to be done. It is hard for faculty to discontinue what they have been doing for years. And it is hard to know exactly how to make the changes or what the changes should be. And there are no textbooks taking this approach, yet.
If you are interested in moving your ET program into the 21st century, you need to get on this bandwagon. A quick start way is to look at the work that has been done over the past 3 years on an NSF grant that funded a systems development program. Go to www.esyst.org. Lots of guidelines and detailed recommendations. It is time to change.
Lou Frenzel
Tuesday, March 09, 2010
Results of recent online survey on EET
Here is the result of my recent brief online survey of Electronics Technology. The response was excellent and I sincerely thank those of you who took the time to respond. I hope you will find the information useful. I leave the interpretation to you, however, I have provided my interpretation after the results if you are interested.
Lou Frenzel
Technology Editor, Electronic Design Magazine
Adjunct Professor, Austin Community College
1. Your school is
a. 2-year 61 %
b. 4-year 43%
Note: Total more than 100% since some institutions offer both AAS and BS.
2. Are your enrollments in electronics technology classes up or down?
a. Up 62.5%
b. Down 20.8%
c. Flat 16.7%
3. When was the last time you made significant changes to your courses or curriculum?
a. This year. 34.7%
b. 1 to 2 years ago. 26.4%
c. More than 2 years ago. 37.5%
Note: Total not 100% as some did not respond.
4. What new electronic majors or specialties have you implemented within the past 2 to 3 years?
a. Electric power/energy 20.8%
b. Wireless/communications 18%
c. Robotics 16.7%
d. Industrial/manufacturing 11.1%
e. Biomedical 16.7%
f. Other 33.3%
Note: Total is more than 100% since several indicated multiple additions. In the Other category here are those listed:
• None (Most often mentioned)
• Embedded controllers (Many mentions)
• Semi/Microelectronics
• Automotive electronics
• Networking
• Photonics
• Info tech/Computer science/programming
5. Are you familiar with the trend toward teaching a systems approach (rather than component/circuits approach) to electronics technology?
a. Yes 84.7%
b. No 9.7%
Note: Total not 100% as some did not respond.
6. Which of the following is the one most critical issue facing your college?
a. Low enrollments 38.9%
b. Retention 27.8%
c. Dated curriculum and courses 9.7%
d. Lab costs 11.1%
e. Other 18%
Note: Total is more than 100% as multiple items were selected. In the Other category the item most mentioned was budget limitations and lack of funding. Other items included bad management and uncooperative/under productive faculty.
7. What is your feeling about online electronic technology education?
a. A potential direction for the future. 52.8%
b. Looking forward to it 22.2%
c. Not in favor of it 25%
Note: Several indicated that they were already doing this in a hybrid program, lecture online and on-campus lab.
8. What is your opinion of current textbooks?
a. OK as is 25%
b. Dated but OK on the fundamentals 44.4%
c. Not relevant to current jobs 20.9%
d. Covers recent and advanced topics well 9.7%
Note: Lots of extra comments on this one.
• Too expensive.
• Lack of relevance to real world. (Multiple mentions)
• Can get along fine without text books.
• Need to go to e-books.
• Use/adapt engineering/scientific texts.
My Interpretation
I have been tracking the status of Electronic Technology for almost ten years now and have written about it extensively in this blog. My impression is that the current status is relatively positive compared to 3 to 5 years ago when enrollments were down and many colleges closed their Electronic Technology departments.
• Enrollments are definitely up. Several mentioned that the down economy was the main cause with many going back to school to improve their employability. Still, one third of enrollment are down to flat.
• Those of you who made changes in the program especially adding new majors or specialties survived the downturn of the past years and have turned their enrollment situation around.
• New majors seemed to help enrollments especially anything to do with power/energy, robotics, industrial and biomed.
• Despite a positive enrollment status, most indicated that low enrollments were the most critical issue. Retention was the second largest concern.
• The movement toward a systems approach to teaching electronics (the real world today) is clearly very well known but what I should have asked is who is doing it.
• I was surprised to see such a positive outlook for online programs. One quarter are clearly against this but anyone denying the online movement risks getting left behind. The Web/Internet is all powerful today and a key driver of our youth. It is the future.
• Two thirds indicated some dissatisfaction with the textbooks. They are dated and less relevant than in years past. Hope some publishers read this and give us some good updates or new texts.
Comments welcome.
Lou Frenzel
Lou Frenzel
Technology Editor, Electronic Design Magazine
Adjunct Professor, Austin Community College
1. Your school is
a. 2-year 61 %
b. 4-year 43%
Note: Total more than 100% since some institutions offer both AAS and BS.
2. Are your enrollments in electronics technology classes up or down?
a. Up 62.5%
b. Down 20.8%
c. Flat 16.7%
3. When was the last time you made significant changes to your courses or curriculum?
a. This year. 34.7%
b. 1 to 2 years ago. 26.4%
c. More than 2 years ago. 37.5%
Note: Total not 100% as some did not respond.
4. What new electronic majors or specialties have you implemented within the past 2 to 3 years?
a. Electric power/energy 20.8%
b. Wireless/communications 18%
c. Robotics 16.7%
d. Industrial/manufacturing 11.1%
e. Biomedical 16.7%
f. Other 33.3%
Note: Total is more than 100% since several indicated multiple additions. In the Other category here are those listed:
• None (Most often mentioned)
• Embedded controllers (Many mentions)
• Semi/Microelectronics
• Automotive electronics
• Networking
• Photonics
• Info tech/Computer science/programming
5. Are you familiar with the trend toward teaching a systems approach (rather than component/circuits approach) to electronics technology?
a. Yes 84.7%
b. No 9.7%
Note: Total not 100% as some did not respond.
6. Which of the following is the one most critical issue facing your college?
a. Low enrollments 38.9%
b. Retention 27.8%
c. Dated curriculum and courses 9.7%
d. Lab costs 11.1%
e. Other 18%
Note: Total is more than 100% as multiple items were selected. In the Other category the item most mentioned was budget limitations and lack of funding. Other items included bad management and uncooperative/under productive faculty.
7. What is your feeling about online electronic technology education?
a. A potential direction for the future. 52.8%
b. Looking forward to it 22.2%
c. Not in favor of it 25%
Note: Several indicated that they were already doing this in a hybrid program, lecture online and on-campus lab.
8. What is your opinion of current textbooks?
a. OK as is 25%
b. Dated but OK on the fundamentals 44.4%
c. Not relevant to current jobs 20.9%
d. Covers recent and advanced topics well 9.7%
Note: Lots of extra comments on this one.
• Too expensive.
• Lack of relevance to real world. (Multiple mentions)
• Can get along fine without text books.
• Need to go to e-books.
• Use/adapt engineering/scientific texts.
My Interpretation
I have been tracking the status of Electronic Technology for almost ten years now and have written about it extensively in this blog. My impression is that the current status is relatively positive compared to 3 to 5 years ago when enrollments were down and many colleges closed their Electronic Technology departments.
• Enrollments are definitely up. Several mentioned that the down economy was the main cause with many going back to school to improve their employability. Still, one third of enrollment are down to flat.
• Those of you who made changes in the program especially adding new majors or specialties survived the downturn of the past years and have turned their enrollment situation around.
• New majors seemed to help enrollments especially anything to do with power/energy, robotics, industrial and biomed.
• Despite a positive enrollment status, most indicated that low enrollments were the most critical issue. Retention was the second largest concern.
• The movement toward a systems approach to teaching electronics (the real world today) is clearly very well known but what I should have asked is who is doing it.
• I was surprised to see such a positive outlook for online programs. One quarter are clearly against this but anyone denying the online movement risks getting left behind. The Web/Internet is all powerful today and a key driver of our youth. It is the future.
• Two thirds indicated some dissatisfaction with the textbooks. They are dated and less relevant than in years past. Hope some publishers read this and give us some good updates or new texts.
Comments welcome.
Lou Frenzel
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