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.

Online Electronic Labs

One of the main excuses for not implementing online electronic technology courses is that students cannot do the lab.  I say bull.  A lab component is easily implemented especially in the low end basic courses.  Let me explain.

 

First, home study schools have been using lab materials for decades.  While there are not too many of these so-called correspondence or distance learning programs still around, schools like AII, CIE, NRI, NTS, ICS, Heathkit, CREI and others provided low cost kits and instruments with hands-on lab manuals with experiments.  The labs included a DMM and some of them an oscilloscope as part of the tuition.  The low cost components were supplied along with a breadboard or trainer to build basic circuits and experiment with them.  All were successful.

 

The secret was in the lab manual.  It was very detailed so that students could get through the lab work with minimal mistakes and help.  Of course, students could contact the instructors for help if needed.

 

That approach is viable today.  Any school can put together a set of parts and equipment that the student buys at the bookstore.  It is affordable and doable.  Just have a procedure for students to call or email the instructor for help.

 

Companies like National Instruments (NI) also now have a trainer that connects to a laptop to provide virtual test instruments like a DMM, scope, signal generator, Bode plotter, etc.  NI uses a version of their well-known LabVIEW software.  A breadboard with power supplies plugs into the laptop USB port.  That product is called myDAQ.

 

National Instruments' recent acquisition of Digilent gives them a couple of other such products like the Analog Discovery.  Digilent also offers a mix of FPGA and microcontroller lab products for academia as well.

 

This approach is very applicable to all the basic courses like DC, AC, semiconductor, linear, basic digital and microcontroller.  All the hardware is affordable.  The secret is in the lab manual and support.

 

Just don't say that online labs are not possible.  It has been done successfully for years and is still a viable approach.

 

 

The Ideal Electronic Technology Curriculum

What if you had to create a new AAS degree program in electronics technology from scratch?  Could you do it?  And if you could, what would it be?  Would it be traditional as it has been for decades or something that matches the world today?  Think about it. Here is what I would do.

A Hybrid Approach

First, I would keep the fundamentals but implement them in online courses.  These would be courses in DC and AC circuits as well as basic semiconductor technology and linear circuits.  All work would be online with students implementing the labs with their breadboard trainers and laptop-based instruments.  All the remaining courses would be traditional, lecture and lab.  Here are the courses:

�         Digital � Similar to current courses but updated to include FPGA emphasis, interfaces, A/D, D/A, etc.

�         Microcontrollers � Similar to current courses.  C programming.

�         Advanced microcontrollers � Emphasis on advanced programming in C and interfacing.

�         Communications � Survey covering wireless, networking, and all communications technologies.

�         Robotics � Introductory course on robots including drones.

�         Computers � PCs, laptops, tablets, operating systems, peripherals, interfaces, software, the Internet.

�         Audio � Complete coverage of all audio areas from hi-fi, recording, music, large sound systems, portable audio, MP3 players, Bluetooth audio.

�         Video � Complete coverage of all video including TV, cable, satellite, OTT, surveillance, cameras, etc.

�         Wireless � In-depth wireless coverage with emphasis on cellular, M2M, Wi-Fi, and microwave.

�         Industrial � Survey course of process control, PLCs, sensors, field buses, motor control.

�         Alternative energy � Solar, wind, smart grid and metering, emergency power, LED lighting, batteries and charging, etc.

�         Test and measurement � Introduction to most the popular test equipment and testing and measuring procedures.

Note the focus on applications.  And ALL courses are required.  Each course will have a dedicated modern lab.  This is what will keep students motivated and interested.  And the mix will better prepare students for actual jobs.  Note that there is minimal math need and no analysis or design content.  The program prepares technicians for hands-on industry jobs.  They are not engineers.

The Downsides

What are the down sides to this approach?  Well for starters, there are no equivalent courses except for the basics so I suspect transfer credit is out of the question.  No BSET transfers for graduates of this program.  What a shame.  That just goes to illustrate the strait jacket that our educational system has become.  Conform to some model of the past or be left out.  For a subject like electronics that is constantly changing, it is the worst possible situation.  It prevents change and stifles innovation.  Such a program may be excellent for the students and the employers but for the institutions it is not a good thing.  Traditional is better.  Minimal change and fuss.  I think most faculty would keep it that way.

Another downside is the expense.  Such a program would be expensive to set up because of the need to equip many new labs with the latest equipment.  An initial investment would be high but would be good for a few years.  Yet it would need updating every so often as technology changes dictate.

Conclusion

It is fun day dreaming about what could be.  However, I am realistic enough to realize something like this would never happen in the real academia.  The traditionalists would kill it on sight.  Too bad as this kind of program is what would attract and hold students.  Maybe a proprietary school could do this and benefit not only itself but the students, graduates and the employers.

My New Textbook

Just a quick note to  you who follow this blog.  McGraw Hill just published my new electronics textbook.  The title is Contemporary Electronics:  Fundamentals, Devices, Circuits and Systems.  It is the first textbook to cover the systems approach, at least that I know of.  The book is designed for 2-year AAS degree programs.  Here are some of the key features:

• Covers 3 courses, DC, AC and Semiconductor devices and basic linear circuits
• 3 Chapters on troubleshooting.
• 2 system chapters
• System sidebars: chapter supplements with new and related materials
• Applications emphasis.
• Test bank and Power Points
• Matching lab manual.

If you are looking for a new text, take a look.  Go to www.mhhe.com/frenzel1e for details.  And you can get a review copy from your MH rep.

I will be in Houston at the Texas Community College Teachers Association annual meeting Friday, February 22 at 1 pm. I will be speaking to the Electronics group and will give away a copy of the book.  Then I will be at the MH booth if  you want to say hello and see the book.

Hope to see you there but if not at least take a look at the book and give me your feedback.

Lou

Engineering Technologists Are Engineers

The title above is also the title of an article in the Spring 2012 issue of thet Journal of Engineering Technology.  This one slipped by me even though I mentioned the other BSET articles in the Fall issue of that publication in my post of December 17th.   Thanks to Ron Land, a professor at Penn State University for pointing me to this article.  Ron, author of the article, was involved in a survey of employers regarding how BSET graduates were employed.  And his article confirms what we all were glad to hear, BSET grads get jobs as engineers.

Of course, this is nothing new to those of us who have held bachelor of technology degrees and engineering jobs as well.  I have one of the oldest (oldest?) bachelor of technology degrees, a BAS from the University of Houston.  I won't say when I got that but even in those days when no one knew what the degree was, I ended up in one engineering position after another in the early days of my career.  Most BSET grads I have ever talked to had engineering jobs.

I have always been disturbed by the idea of saying that BSET programs prepare graduates for jobs as "engineering technologists".  Just what is that?  And have you ever seen a job add for an engineering technologist?  If you have, I would love to hear the details about it.  Industry does not define such a job.  Industry has jobs for engineers and technicians.  That's it.

Anyway, Ron, thanks for your contribution to this controversy and clarifying what is going on in the real world.  Be proud of your BSET.

And happy new year to you all.

Lou

BSET Update

Just a note about BSET education.  The latest issue of the Journal of Engineering Technology (JET), Fall 2012 issue, Volume 29, No. 2 has several key articles about ET.  Check out the article called Engineering Technology National Forum: An Action Arm of ETC for National Impact.

One key facts that emerged confirming what I said in an earlier blog is that most BSET grads are employed as engineers.  This is not a surprise to most of us who have a bachelors in technology degree.  I worked as an engineer for many years after the degree and so has most other BSET grads.  The companies need engineers and for most available jobs the BSET is perfectly fine.

While you are looking that issue, also see the other excellent piece called On Engineering Technology Education: BS to PHD.

The JET is a publication of the ASEE.  I get the print copy but you may be able to read it online at www.asee.org.  If not, you need to join ASEE.

Cheers,
Lou