Are Colleges Teaching the Subjects Needed for Today's Engineering and Technology?

One of the topics I keep coming back to is my concern that the colleges and universities are not teaching the right subjects to prepare graduates for jobs in industry.  If you have read my rants before, you know   I am being critical, in a nice way, of course.  Yet, I think it is important to ask the question about courses, subjects, and the knowledge an engineer or technician really needs to learn. 

I know the institutions do not like change.   Professors want to keep on teaching the same subjects forever if they could.  Change is hard.  Whatever.  Aren’t you concerned that the colleges may actually preparing graduates for jobs that no longer exist?  Most colleges seem to be behind the curve in teaching the latest technologies and methods.  Academia always seems to lag the industry meaning that it is continually teaching the history of engineering and technology.  Yes, I know.  Not all schools are like this.  But many are.  And many do not even know they lag the real world.  The academic bubble, so to speak.

In talks I have given on this subject, I am invariably asked what I would do to change the curriculum.  What would I drop, add, enhance, or eliminate?  Great question.  Here is what I usually say.

·         Keep the physics and math pretty much as is.  Drop advanced courses in calculus.  When is the last time you solved a calculus problem in your recent engineering work?  I asked that question in a blog a while back and almost unanimously working engineers said never.  Yet all agreed it should be taught.  Engineers need to know it, but does not necessarily need advanced courses that could be taken in graduate school if needed.  Many in industry say teach probability and statistics instead.  Not a bad idea.  As for techs, I don’t think they need it at all.

·         Cut some of the more detailed circuit design courses.  Not every graduate will be designing ICs.  Make these design courses optional.

·         Add more system design instruction.  A huge segment of new hires never design circuits but do design systems.

·         Make the curriculum broader.  Give the BSEE, BSET and even AAS students the big picture and expose them to multiple disciplines like RF/communications, robotics, industrial, video, renewable energy sources, and automotive so they can know what they want to specialize in later.

·         Go heavy on the software and programming.  Today everything is embedded computers, interfacing and coding.  Artificial intelligence is the hot topic right now and there is a severe shortage of AI programmers and engineers.  Is anyone teaching this yet?

·         More hands-on lab.  Emphasize test and measurement.  That is what engineers do yet graduates don’t seem to know enough if any about the instruments or the procedures.

I do realize that you cannot teach all that a graduate needs to know.  Too many topics, so little time.  And the technology is changing at a rapid pace.  The secret is making the most of the limited time and credit hours we have to work with.

Anyway, I urge all of you who teach to get out and talk to industry and find out about what the jobs are like today and what subjects are critical to know.  Then initiate some changes in your own courses or curricula.  And while you are at it, learn some new things on your own.  I recently took an embedded controller course with C programming and interfacing using the TI 430 from Udemy.  Udemy is a great source of college level online courses and very affordable.  Check it out at www.udemy.com.

Cheers for now and happy New Year.

Lou Frenzel

P.S.  If you haven’t seen my new website on books, go to www.loufrenzel.com.

The Problem with Textbooks

Textbooks have become a problem over the  years.  The books themselves are better than ever,  as they are up to date, in full color, and have lots of ancillary materials. What's not to like?  But the downside is that their cost has risen beyond the means of most students.  I have seen instances of the book price being higher than the course tuition.

In addition, students hate to read the book.  They may scan an assigned chapter but rarely seen to read the whole thing.  Most of today's students were brought up on video and the internet so are move visual acclimated and accustomed to reading short messages.  A big book is an intimidator.

Some solutions I have seen include students sharing a book, using it in the library, or buying used or older editions online,  Yet prices are still high.  My recent ETD listserv survey indicated that cost was a major issue.  And many are moving away from using textbooks in favor of using instructor-developed materials, online items and other free or low cost stuff.  As a textbook author, I have noticed a marked decline in sales over the years.  I know publishers are concerned but few have done much to solve the problem.

Ebooks are one  solution that students can buy online without the bookstore mark up.  Custom books are another possibility where you get to choose what chapters to include.  Going to black & white from color is another option.

Another textbook  problem is that they often do not cover the topics needed within a course.  The books do a good job of covering the fundamentals but typically do not include the latest technologies.  I wish the publishers would put out a series of chapter or white paper length modules on the various specialties like audio, video, wireless, solar and wind, automotive, IoT and many others.  Make them in color and let students buy directly.

What are  your suggestions for solving the textbook problem.

Cheers for now.

Lou

Math Still a Problem

In response to my recent ETD Listserv survey, Philip Regalbuto of Trident Technical College sent me this note.  He is right about math affecting enrollments and retention.  I have noticed this in my past academic experience.

Lou:

This past week the department was scheduling classes and I noticed that the

number of project student entering the 2nd year of our MET and AEET programs was

lager then in recent years.  What the department has done is request a the Math

department teach an applied math course to our students rather than the

traditional college algebra. The number of students completing the applied

math course has increased dramatically.  When our students would take the

college algebra class and any prerequisite classes we typically had 70 go in and

maybe 10 get out of the sequence   Now we are seeing 40 -50  students coming out

of the new sequence, We also added a course in numerical methods were the

Engineering Technology  department teaches students numerical methods that are

relevant to Engineering Technology problems.

My thinking is part of ET problem at 2 year college level is the math department

and how it teaches math.

Philip also had this to say about enrollments and advanced technologies..  Again he is right on.

 

> Lou:

> I think the reason for lack of new technologies to be included in EET programs

is that these new technologies are part of other departments, IE automotive or

the network systems . Colleges cannot afford to hire instructors who know about

these technologies because of the low pay in academia as compared to the pay in

industry.  Most of the students I see also want to be an engineer, so they can

make the "Big Bucks" and get a four year degree. The push for STEM is what is

driving this.  Stem promotes a 4 year engineering degree and ignores the

technicians with two year degrees.

How do we fix these problems?  Thanks, Philip.

Lou

The #1 Problem for 2-Year Electonic Programs

I don't have to tell you what it is.  We all know it and  yet little is being done to solve it.  I am referring to lack  of new enrollments.  My recent ETD Listserv survey confirmed that, in general, enrollments were down or flat at best in most U.S. programs.  Only 38% of those responding indicated an increasing enrollment.  All schools need a steady stream of new students to justify the faculty, facilities and equipment.  And what about the employer needs?  Where will the graduates come from if there are no students?  Here's the way I see it.

• The jobs seem  to be there.  I regularly see ads for techs of all sorts.  Most schools also seem to indicate the availability of jobs.  Positions are going unfilled. 
• If jobs are available but enrollments are still down, maybe the school is not responding to local company needs with appropriate courses or programs.  Is that you?
• Do you have a plan to promote your program?  If not, time to make one.  Common issue:  No time or money to do this.  Excuses...
• One major issue is high school advisors are not promoting tech jobs or education.  They push four-year degree programs in engineering not two-year degrees for techs.  Yet this is a good maybe even a best option for many students.  Go talk to the advisors and tell them the benefits.
• STEM does not seem to address the technician.  Most STEM initiatives promote engineering and four-year degrees.  What we need is a technician STEM effort.
• Another factor that I hear over and over again is that prospects for college do not know what electronic technology is or has only a vague idea of it.  They also don't know what a tech is or what he or she actually does.  Many tech  jobs go by more specific names like computer tech, cable TV tech, manufacturing tech, robotics tech, cellular wireless tech and so on.  Not electronic tech.   Not sure what the solution is here.  It has to do with educating the potential clients and high school advisors as well.

So there it is.  The needs are still there.  The solution being  your program is there.  Now how do we get the two together?  Someone needs to seek a grant for this problem.  The solution helps students, employers, the job growth, and the colleges.  A have your cake and eat it too event. 

What are your thoughts?

Lou

The Coding School Model

Many electronic technician jobs do not require an AAS degree.  But these jobs do require certain knowledge and skills that can be taught in a shorter amount of time.  The jobs are usually related to manufacturing, service and repair, installation and field service.  It may be time for colleges to consider some kind of shorter certificate program that could put graduates to work sooner and fill all those available job openings.

This is being done right now to teach programming.  With so many programming jobs available there have not been enough college graduates to fill these good positions. This need has fostered the creation of coding schools, special for-profit organizations thaat teach programming.  These coding school programs typically last for 12 weeks and cost about $10K to $20K.  High cost for sure.

The result is that students learn basic programming skills fast and companies are hiring them into entry level programmer positions. The pay is good and the prospects for promotions are excellent based upon performance.

A recent Wall Street Journal article pointed out that today there are 91 full time coding "boot camps" in the U.S. These produced 18,000 graduates in 2016.  More are on the way.

What I am asking here is why not create a similar program for electronic techs?  This could be done by some entrepreneur who would create a program and a for-profit school.  Such a school would be competitive with community college programs so why not avoid this and create such a program inside your college.  It would bring in more students and fill the needs of some employers.  I visualize a 12-week program that would not be as expensive as the coding schools, maybe half of what they charge.

I am not sure all what such a program would teach.  Probably some fundamentals but heavy on the practical hands-on skills like soldering, test instrument use, and basic troubleshooting.  I will think about this and  put together an outline.  Let me know if you are interested.

While I was teaching at the local community college, we offered a one semester certificate program that ran 8 hours per day 5 days a week.  It was make up of standard courses taught on an accelerated basis.  It was too intense for many students and instructors.  But it was successful and graduates did get hired.  A program tailored to the available jobs is a better way to go.

With some electronic tech programs in decline this could be a way to solve the enrollment decreases.  Some promotional effort would be needed to find the students and let employers know about it.  That is always an issue but it is the same for promoting your existing program.  Nevertheless, it may be something to try if you need to stem the declines.  It is time to innovate.  Be bold.

What do you think?

2017 Survey of 2-Year Electronic Technology Programs

In case you did not see this earlier, here are the results of the recent survey of 2-year electronic technology programs.  Thanks to all of you who participated. And special thanks to the ETD Listserv at Texas A & M University for hosting this survey.

I particularly enjoyed the extensive comments.  There are too many to post here but I have boiled them down and summarized to save space.  I have concluded with some of my own commentary. 

NOTE:  Some percentages do not add up to 100% because not all questions were answered and/or multiple choices were given per question.

The outcome of the survey is interesting and hopefully this current picture of electronic technology programs will help you improve your own program.

Best wishes to you all.

Lou Frenzel

1.         The enrollments in my ET program are:

                        a.         Up                   28%

                        b.         Down              38%

                        c.          Flat                  28%

Comments:

 * Program closed.  Still teach several electronic courses as part of other programs.

*  Program has been suspended.

2.         Have you added any new courses or programs recently?

                        a.         No                   45%

                        b.         Yes   What?    55%

Courses/programs added:  Internet of Things, SCADA, process control, mechatronics, alternative energy, PLCs, motor control, avionics, senior project.

3.         What electronic specialties do you teach?

                        a.         Computers (PCs)                   45%

                        b.         Networking                            34%

                        c.          Communications/wireless   45%

                        d.         Industrial                               55%

                        e.         Other   What?

Specialties taught: Generic electronic tech, PCB fabrication, wind energy, power generation, DAQ.

4.         What approach does your program take?

                        a.         Theory/circuit oriented       76%

                        b.         System oriented                    21%

                        c.          Service and repair                21%

                        d.         BSET prep.                             24%

                        e.         Other   What?

Other approach:  Minimum theory/low math, maximum hands-on.

5.         Do you teach programming?

                        a.         No                                           21%

                        b.         Yes  What language?             79%

Languages taught:  C/C++ (91%), Assembly (35%), Python (17%), BASIC (13%)

6.         Do you use virtual instruments in the lab?

                        a.         Yes                  55%

                        b.         No                   38%

7.         Are jobs currently available for graduates?

                        a.         No                               14%

                        b.         Yes   What field?        76%

Jobs available:  General electronic tech, mechatronics, PLCs, automation, wind and solar, avionics, drones, industrial service and maintenance, instrumentation.

8.         What is your current greatest need or issue?

            *  More students, more and better marketing and outreach.

            *  More faculty

            *  More space

            *  More funds for equipment, software

            *  More jobs than interested students.

            *  Potential students do not know what electronics is.

9.         How do you fulfill the need for faculty continuing education?

            *  Little or no support or funds from the colleges.

            *  Faculty must seek it out for themselves.

            *  Some use of online courses, conferences, webinars, workshops.

10.       What major technology or employment trend do you see that should be addressed?

            *  Growing emphasis on manufacturing, automation, industrial controls and communications, PLCs, Internet of things.

            *  Network security issue.

            *  Students with programming skills seem to progress quicker in industry.

11.       Do you still use standard textbooks?

                        a.         Yes                  76%

                        b.         No                   17%

Comments:  Textbooks have become too expensive.  The trend is to only use class notes, handouts, and online materials.  Texts’ content often does not match up with courses taught.

12.       Do you offer online courses?

                        a.         Yes                  45%

                        b.         No                   55%   

                                    Why not? 

Comments:  Some have hybrid courses, online plus college-based lab and testing.  Many instructors are not sold on the idea.  There is a problem in implementing the hands-on lab component of most courses. Online courses have a high drop out rate.

Personal comments and opinion:

My Background (in case you want to know who Lou Frenzel is):

·         17 years as a department head, professor and adjunct in 2-year AAS degree electronic programs at three community colleges and one technical school.

·         25 years as both a technician and engineer in the electronics industry.

·         Devoted hobbyist and electronics experimenter and ham (W5LEF).

·         Author of 26 books on electronic and computer subjects.

·         Currently an electronic industry analyst, researcher, and writer.

Comments:

·         I was sorry to see the collective 66% down/flat enrollment figure.  What is wrong?  Better marketing and recruiting are a must if jobs are to be filled.

·         I was happy to see more programming activity as this is one skill that will take students and graduates beyond the tech level if they are interested.

·         Looks like industry and manufacturing, automation, and PLCs are the healthiest job areas.  Robots were never mentioned but they may be a part of the manufacturing and automation results.

·         I was surprised to see little or no mention of wireless.  It is currently the largest and fastest growing segment in electronics.  Cellular is booming with 4G LTE rollout and 5G development including continuous upgrades in Wi-Fi.  New dedicated short range communications (DSRC) systems for vehicle-to-vehicle (V2V) is coming soon to all cars and trucks.  The Internet of Things movement is a hot growth area.  Guess the jobs are not there yet or known about.

·         No mention of automotive electronics but it is a fast growing segment in electronics because of the development of the advanced driver assistance systems (ADAS) like auto braking, lane departure, backup cameras, etc. as well as self driving and electric cars.  The auto tech of the future will be an electronic tech.

·         Textbook publishers should heed the warnings in this survey as the book prices have gone out of sight and content does not exist for some subjects taught.

·         I am worried that faculty may not be current with the latest technologies, components, methods, test instruments, etc. for lack of continuing education.  Hopefully most faculty members are autodidacts and learn on their own.

Change Your Textbook

The fastest, easiest and best way to update a course is to change your textbook.  I'm not kidding.  I have done this myself several times in the past and I can recommend it.  Most schools and instructors get in a rut and continue to teach the same course the same way year after  year.  All the while, they keep the same textbook.  Boooring....  Isn't it time to give your course a refresher and yourself something new to appreciate?  Changing texts is a great way to do it.

I can hear some of you cussing now and saying what an idiot I must be.  Go ahead and add a comment below if you wish.  I want to hear why  you insist on keeping the same old book and syllabus you have been  using for years.  I know all of the excuses as I have been through this process multiple times over the  years.  And, yes, it is not easy.  In most schools, changing a text is a big deal and not taken lightly.  Here are the usual reasons instructors resist changing.

1.  It is too much trouble.
2. I like the book and syllabus I have now.
3. I will have to change my Power Points or overheads and course notes.
4. Getting a textbook change through the faculty or other committee is an ordeal.
5. Students could care less about what book we are using.

Anyway, I feel your pain.  But look on the bright side.  It is usually a positive experience to change a text.  Here are a few benefits.

1. Some texts are easier to read than others.  It helps students read the book and learn better.
2. A new text  usually updates the technology even if the book is one on fundamentals.
3. Some new books cover the fundamentals in the context of new technology or applications.
4. A new text may eliminate unnecessary topics or add new relevant topics you should be teaching.
5. Some new books take the systems approach to electronics that is more fitting for techs today.
6. Some new texts reduce the amount of design and analysis that is not what techs need to know.
7. A new text can include a troubleshooting approach that is a good fit for graduates today.

And some other good news is that if you are teaching fundamentals like DC/AC, you won't have to change many Power Points if any at all.  Maybe all you need to do is add a few new slides here and there.

Changing the text gives an old course new life and can make your job more interesting.

Take a look at some of the new books available now.  Call the book sales rep and get review copies and do a review against your current book.  Then initiate a change.  It can never hurt and will certainly refresh not only the course but your attitude as well.

And if you are looking for a new DC/AC/Semiconductor book, take a look at mine while you are at it.

www.mhhe.com/frenzel1e

A Communications Course is NOT an Elective

I am updating my McGraw Hill textbook Principles of Electronic Communication Systems.  The 3rd edition was published in 2008 but a great deal has transpired in communications since then.  While the fundamentals have not changed, the circuit and systems technology seems to change daily.  The revision for the 4th edition is major.

This book is widely used in universities and community colleges for a general introductory course in wireless, networking and other communications technologies.  Yet it got me thinking why more schools do not offer a communications course.  In an informal survey of electronic technology (ET) curricula I find that the majority of community colleges and 4-year ET schools do not offer any kind of communications course.  Why?

My own view is that communications should be a basic subject in any electronic program, like digital or microcomputers.  It is a near criminal act to graduate a student without some basic communications knowledge.  Comm is everywhere today, in every product and the heart of any application.  Try to name something electronic these days that does not involve communications.  Cell phones, tablets, Wi-Fi, the Internet, Ethernet, cable TV, fiber optics, satellites, drones, radar, wireless everything.  Most electronic employees like techs and engineers work with communications everyday.

Anyway, if  your school does not have a communications course, consider adding one.  In my survey I saw that many schools had communications courses but they were inactive.  These were centered around 2-way radio and FCC licensing.  These are still valid today, of course, but the dominant communications today is cellular and Wi-Fi.  Time to update the course.

My new 4th edition will be available late this year and it even has a new lab manual.  Take a look if  you are updating a comm course or considering a new one.

Cheers.