Chemistry, Calculus, and Physics are just the beginning. The real challenge is the 300-level Circuits and Systems class, followed by Controls.
If I could offer a single piece of advice, it is never fall behind.
Note: This post is part of DigiKey’s celebration of engineering week. The question was selected from social media feeds.
As an engineering student, you have entered a 4-year marathon. The classes are logically organized so that they build upon each other. As an example, you are not exposed to Laplace and Z transforms until your third-semester Signals and Systems class. By then, you will have completed 16 credits of advanced mathematics and have developed the knowledge and discipline required for advanced topics.
If you fall behind in a topic such as calculus, you may not have the proper foundation to complete the advanced material. You will be overwhelmed. Like me, you will find yourself in the instructor’s office facing the harsh truth that you must now master two topics at the same time. The wheels are turning and there is little time to catch up.
Tech Tip: On a professional note, I have had the opportunity to teach using Competency-Based Education (CBE). While CBE is certainly better from a time perspective as the learner can still move at their own pace, it does not solve the entire problem. Those wheels are still turning. We are finite creatures where a 4-year education represents a significant lifetime investment. Extending this to five or six years isn’t really an option when we consider the crushing expense and opportunity cost.
The importance of deep learning
Let’s start with a little story. I once taught an electromechanical machines course. This was a deep dive into the world of transformer and three-phase motors. It was an applied class that had an uncomfortable level of dependency on earlier topics. For example, the AC induction motor shares common features with the transformer. Both use the Steinmetz model to describe the operation (my hero, the Wizard of Schenectady, the Forger of Thunderbolts, the man who knew where to place the chalk mark, Charles Proteus Steinmetz).
There are two ways to pass a test. The first is pattern recognition where we study the textbook example and trust that the professor will not deviate from the example. IMO, this is a bad deal for both student and instructor, as the learning is shallow and superficial.
The second method is deep learning, best demonstrated by the Figure 1 exam question. Here, students are asked to describe the changes in circuit operation when the switch is closed. For each element there are only three options including up, down, or stay the same.
Figure 1: Conceptual electrical problem sourced from Harvard Physics professor Eric Mazur.
This may seem like a simple question. However, the superficial pattern-based learners underperform as it doesn’t follow the pre-established Ohm’s Law calculations.
Returning to my electromechanical machines class, the material was more like Figure 1 as students had to have a deep understanding of the underlying principles. I was always fascinated to see the C and D grade students blossom while some of the A grade pattern recognizers struggled in a way they never had before.
What I’m trying to say is—don’t give up! Study hard and study for meaning. Join the ranks of battle-hardened engineers who were once told they could not succeed. There are more than you know.
Tech Tip: Watch out! The AI is now able to answer the Figure 1 challenge question directly using a copy and paste operation. This is good if you need help with your homework. It is also extraordinarily bad as it prevents those essential connections from growing in your brain. In this situation, the AI slows down your learning.
Learning how to learn
In all my years as a student, I don’t recall ever being told how to learn. For example, this difference between superficial (the illusion of explanatory depth) and deeper understanding were not taught. Years later, I had the opportunity to explore pedagogy methods leading to a better understanding of self and how to teach. Sadly, I had been teaching open loop for a long time.
On a related note, I’ve always had a drive to build things to anchor the learning material in the physical world. Let’s call this deep learning via the magic smoke release method. Without exaggeration, I’ve spent thousands of hours building circuits ranging from vacuum tube audio amplifiers to the latest Programmable Logic Controllers. I’ve also spent tens of thousands of hours writing about my interests. These are all methods to improve your skills.
Learning resources
May I refer you to Scott H. Young. His material is outstanding and will certainly help you think about the way you think. I appreciate his illustrations such as the one shown in Figure 2.
Figure 2: The Illusion of explanatory Depth illustration from a Scott H Young newsletter dated February 16, 2005.
Another resource is James Nottingham’s learning Pit as illustrated in Video 1:
Video 1: Introduction to James Nottingham’s learning Pit starting at time index 2:13.
What if things don’t work out?
This is a delicate topic that I’m hesitant to include. Yet, I believe it is a hard conversation that we do need to have.
Stop and go back to the learning pit video. Notice that James Nottingham is optimistic and celebrates students entering the learning pit. Fair enough, as we all need to struggle with concepts for meaningful learning to take place.
However, the learning pit—otherwise known as the pit of despair—is filled with the tears of frustrated engineers. This is especially true for those who fall behind in their studies.
In my experience, people sometimes walk away when they tumble into the pit of despair. Most of the time I was saddened to see this happen. I saw potential in them but was unable to share the optimism. They walked away when I knew they had the ability to succeed. Some students moved on as they did not have, or did not yet have, the chops to be an engineer.
Where do you go now?
That depends on you.
If you have the Knack for technology (Video 2) there are many closely related electrical engineering occupations. I’ve been a technician and engineer. Both are rewarding career options.
Video 2: Humorous video describing the Knack.
Parting thoughts
Life isn’t a straight line!
When we are young, everything seems simple: go to college, become an engineer, and then start that perfect job.
Reality is full of oppertunities!
I’m going to leave you with an introduction to Alicia Gilpin Muñoz. This work history story should be required reading for all college students. It demonstrates the importance of perseverance and embracing opportunities.
As we conclude our engineering week celebration, I ask each of you to add an encouraging sentence. What advice do you have for a new student studying to be an electronic engineer?
Sincerely,
Aaron
About This Author
Aaron Dahlen, LCDR USCG (Ret.), serves as an application engineer at DigiKey. He has a unique electronics and automation foundation built over a 27-year military career as a technician and engineer which was further enhanced by 12 years of teaching (interwoven). With an MSEE degree from Minnesota State University, Mankato, Dahlen has taught in an ABET-accredited EE program, served as the program coordinator for an EET program, and taught component-level repair to military electronics technicians. Dahlen has returned to his Northern Minnesota home and thoroughly enjoys researching and writing articles such as this.