Longtime Slashdot reader schwit1 shares a report from Inside Higher Ed: For the first time since he started teaching Welfare Economics and Social Choice Theory nearly two decades ago, Brown University economics professor Roberto Serrano gave his students a take-home midterm this spring. Quite a few students had expressed anxiety about being in a classroom after a gunman killed two students and injured nine in a December mass shooting at Brown, and so "it was appropriate," he said, to allow students to take their exams at home. But by the end of the semester, Serrano regretted the decision. Dozens of students in the class likely used artificial intelligence to cheat and earn perfect or near-perfect scores on their midterm, he said. Serrano in turn made the final exam in-person, which led more than a dozen students to drop the course and even more to fail it. Administrators' response to the widespread cheating event has been "meek," he said, and the incident has raised questions about how universities can -- and should -- respond to AI-enabled cheating at scale. "I am not declaring [the midterm] void for now. I am going to give the class a chance to prove me wrong," he wrote. "That is, if the distribution of the final exam is roughly similar to the distribution of the midterm, I will count the midterm. Otherwise, which is of course what I expect to happen, I will declare the midterm void and reweigh the final accordingly." Serrano heard crickets from his students, but 18 of them subsequently dropped the class. Nine students remained enrolled but did not take the final exam. And Serrano said the results proved him right; three students earned a zero, and the average score on the final was 48.6 percent -- by far a historic low, he said. Previously, the average final exam score had never dropped below 65 percent. Only a few students scored similarly to how they did on the midterm.

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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.

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?

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 students. Even the world of hackerspaces which gives the students a rare chance to mix with professional engineers in their off-time, is actively discouraged by universities. For a student in a full-time, study-based course, the challenge comes in how to bridge that gap into real-world manufacturing despite all these challenges, and learn something useful without the luxury of a real-world environment.

Torturing The Students With Diabolical Designs

The temptation for most courses is to start yet another group project. A team of six students are tasked with getting something working together, and learn stuff. The trouble with group projects though is that they either completely don’t work like our early 1990s assignment to make a telephone exchange from a Transputer link adapter chip, or a few participants end up doing all the hard work like my two young friends mentioned earlier. Group projects are inexpensive for an institution, but they look better than they really are.

The hardware hacker world has been marked by a series of epochs, as new technologies bring with them a flowering of creativity. There’s one of those that I think has the potential to delover something impossible back in the 1990s when I was a student, and allow individual students to learn the art of manufacture without a group project in sight. I’m talking about inexpensive PCB manufacture, which allows multiple spins of a design to be completed with a bearable wait, and for not a lot of money.

So if I wanted to teach a bunch of students about designing for manufacture, I’d give them a ready made small project in software form, as EDA files, and as a BOM with a board assembly house. Of course, the project would be fatally flawed but fixable with probably two or maybe three spins, but I wouldn’t tell them that. Instead their first task would be to send the files off and receive a ready-made PCB, or if I was feeling charitable I could give them that first spin ready-made, and tell them to get on with it.

I would throw everything I could at this unfortunate design, a wrong-but-plausible footprint, badly thought out earthing, an accidental oscillator, and all the really annoying things which we’ve all in our time found. I am sure you could think of more diabolical but superficially plausible features. Their task would involve diagnosing the board and redesigning it before sending the files off to the assembly house. A week later they’d have that next spin, they’d have to hunt down any remaining bugs and repeat it all, and so on. I learned this process with my friends in the making of an event badge for 5,000 people, and I think it’s possible that you could learn it as a single trainee engineer with a much smaller board.

It may be unfair to throw all that is wrong with engineering education at the door of universities, even though it’s certain that there are some extremely low hanging fruit. But arriving in the workplace completely lacking an essential skill is perhaps the point at which something should be said. The question is, when it comes to designing for manufacture, is anyone listening?

An anonymous reader quotes a report from the New York Times: The number of students admitted to Ph.D. programs this fall dropped 15 percent from the previous year, according to data from over 50 top research universities, raising fears that the nation's capacity to produce new science could be diminished. The decline is driven, in part, by a chaotic and unpredictable federal funding environment under the Trump administration, as federal cuts are promised and then reversed, and budgets remain unclear. A reduction in doctoral students could mean fewer scholars at universities to teach and mentor undergraduates. Higher education leaders also worry that, if the declines continue, there will be fewer researchers to power a rapidly evolving scientific work force. The data showing the decrease comes from 55 universities, all of them members of the Association of American Universities, an invitation-only organization that includes 69 of the most prestigious research institutions in the United States. The data collection was conducted by another group, the Association of American Universities Data Exchange. Schools in A.A.U. confer half of the nation's research doctorates, according to the association. "We are at risk of losing a whole generation of new talent because of the reduction in the capacity to support those students," said Toby Smith, a senior vice president at the A.A.U. University leaders and research advocates cite many reasons for the declines in new doctoral students. Key federal agencies, such as the National Institutes of Health and the National Science Foundation, have been funding fewer research grants. The wealthiest institutions also face a new federal tax on their endowments. But the most cited reason in interviews was the unreliable nature of federal funding under the Trump administration. The administration proposed major cuts to federal research agencies last year, but Congress restored the funding. It is again proposing big cuts. While Congress may again reverse the administration's proposed reductions, the uncertainty makes it hard for schools to make multiyear commitments to doctoral students. The administration also abruptly ended thousands of research grants last year, arguing that they did not align with the government's priorities. The administration restored many of the grants after judges deemed the eliminations illegal and arbitrary, but research advocates say the whiplash was damaging.

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"He wasn't concerned about being an admiral. He just knew he had to work on safety and the national security issues with the submarine," said Joann DiGennaro.

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