San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.1071.1 - 25.1071.17
PRODUCT AND SYSTEM DEVELOPMENT: CREATING A NEW FOCUS FOR AN ELECTRONICS ENGINEERING TECHNOLOGY PROGRAM Fifteen years ago, the Electronics and Telecommunications Engineering Technologyprograms at ________________ University were two very distinct options, each designed toaddress specific industry needs. The Electronics program produced graduates that hired intogeneral electronics technician positions in field service, technical sales, and electronics testing.Telecommunications graduates performed similar functions but specifically for traditionaltelephone service providers. Since then, there has been an evolving shift in the career paths ofElectronics and Telecommunications graduates. Today, even though the graduates take positionsworking for small to large companies that span a broad range of market sectors includingautomotive, medical, oil and gas, quality of life, telecommunications, and semiconductormanufacturing; one can see a common thread in their duties and responsibilities. Virtually allgraduates have careers that support either specific products or large systems through their lifecycle, performing functions such as testing, product engineering, applications engineering,sustaining engineering, and systems integration. To a large degree, this can be attributed to thedramatic change in the faculty. Today, all faculty members have degrees in engineering fieldsand the majority of the faculty has five plus years of industry experience supporting products andsystems. With the faculty recognizing this shift, a process has been implemented to merge the twoprograms into a single Electronics Engineering Technology (EET) program that emphasizesproduct and system development. First, a product development summit was held to solicitfeedback and collect industry best practices. Then, over the past year, three faculty retreats havebeen held to methodically create a new, restructured curriculum. This has been accomplishedthrough three primary mechanisms. First, the most relevant courses pertaining to modernelectronic product and systems were identified and retained. These include basic analog anddigital circuits/electronics, embedded hardware/software design, wired and wirelesscommunications, instrumentation, and control systems. Second, the content and objectives ofthese courses were modified to reflect a strong system design and integration perspective. Aspart of this, most courses have become project-based, requiring teams of students to work onopen-ended, industry designed projects. Finally, courses have been added to the curriculum inareas that support product development such as testing, quality assurance, design of experiments,and product/system development processes. Now that the new curriculum has been designed, it will be vetted with industrial advisoryboard this fall and the roll-out will occur over the next year. This paper will discuss all aspectsof the development and rollout of the new program. Results from the product developmentsummit will be presented and the restructuring process used by the faculty will be detailed.Finally, feedback and perspectives from both industry and our students will be given.
Porter, J. R., & Zoghi, B. B., & Morgan, J. A., & Zhan, W. (2012, June), Product and System Development: Creating a New Focus for an Electronics Engineering Technology Program Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21828
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