When An Engineering Education Doesn’t Teach You How To Really Make Anything | Hackaday
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In the sweltering temperatures of an unusually hot European heatwave, I found myself having a chat with a friend of mine from my university days. After discussing the health of his cat who had solved the problem of a fur coat on a hot day by flattening himself out on the concrete floor in the coolest place in the house, we moved on to tech matters. We’ve known each other for not far short of four decades, so this is familiar territory for us. The problems that come with taking a prototype to manufacturing, a process which even the most seasoned of engineers can slip up on.
The Difference Between Making, And Making For Manufacture
If you’ve ever taken a project and replicated it, you will know the progression. If you’re making five or ten widgets, you can debug and rework as needed, tweak things, and get things going. If you’re making more then this, the process consumes a greater proportion of your time, until a point at which manufacture becomes impractical. Maybe that’s around fifty boards, sometimes more or less.
This rework on the SHA2017 badge was caused by counterfeit parts rather than bad design, but the work it created was very costly for the team.<br>The skill a professional engineer picks up here is designing for manufacture. It’s something I picked only progressively over the years, and learned with a bang when I became peripherally involved in the production of electronic conference badges. You learn to be much more exact in your PCB design to avoid those reworks and bodge wires, you pick your parts with much greater care, and pay far more attention to power supplies, decoupling, thermal issues, impedances, and ground isolation. Something that works has to become something that always works, first time. You go from having several spins of the prototype PCB to having maybe a couple, and you reach a point at which you can order 5000 boards and have less than 50 of them that need attention. My friend describes himself as more of a software expert than hardware, but he’s learned this process over the decades far more than I have.
One comment he made hit the mark so well that it prompted me to start writing this: that when hiring recent graduates they would design things that could not be volume manufactured, while the new hire apprentices’ designs could. This fit so well with our common experience when we came through an engineering education that it posed the question, were we failed by it? We both attended the University of Hull, on England’s north-east coast, but this isn’t specific to Hull or even our generation as the problem of inadequate preparation applies to so many other institutions. Last year I talked about a couple of young engineers wrestling with an analagous experience here in the 2020s, and they were a long way from the Humber.
Do Universities Secretly See Their Job As Training More Academics?
Hull University Electronic Engineering Department, where I learned most of what I know about electronics (except how to make things for manufacture). Hullian111, CC BY-SA 4.0.<br>My overwhelming memory of my degree course was shared by my friend, that about half of it was composed of useful stuff, and the other half of it was either trying to teach you to be an electronic engineering academic like the people delivering the lectures, or a course that seemed only to be there because they had someone who could teach it.
My Achilies’ heel was the mathematics, something I was later told improved in later years when the engineering department wrested its students away from the maths department. We had a very small amount of practical work, including simple transistor circuits, digital logic using real 74-series chips, laying out a PCB using crêpe paper tape on acetate film, and oddly considering it was outdated even in the early 1990s, wire-wrapping.
It’s easy to sit here and say that a university course teaches too much theory and not enough practice, but the fact is that universities aren’t there to teach you to solder. Indeed, while it’s a super-useful thing to be able to do and I’d urge every electronic engineer to learn it, soldering your own projects is not what makes you an engineer. Instead there has to be an exploration of where the boundary lies between the theoretical and the practical, and education should straddle that line rather than stay only on one side of it. It’s in deciding where that straddling point stops that the key lies.
There are university courses that manage that boundary by splitting it entirely. They combine time in industry with time studying, and a student on one of those courses would in theory learn the skills of a real-world engineer in their work placements. There are also industry sponsorship schemes placing students into industrial environments, but they are so few and the competition for them so fierce, that they might as well not exist for most...