Bachelor of Science in Electronic and Computer Engineering Technology
(BS ECET)
Program Highlights,
Student Testamonials, and
Excerpts from the IEEE Position Paper on Engineering Technology
March 4, 1999
Developed with assistance of the
Xi Alpha Chapter of
Tau Alpha Pi,
the National Honor Society for Engineering Technology
Carlos Barth
Mike Decena
Jeanie Ho
John Rice
Kevin Richardson
Lyle McCurdy, Ph.D., Faculty Advisor
Department of Engineering Technology
College of Engineering
Cal Poly Pomona
Program Highlights
Bachelor of Science in Electronics and Computer Engineering Technology (ECET) at Cal Poly Pomona
Overall Program Goals
The goal of the program is to prepare graduates (electronic engineering technologists) to be able to work with engineers, implement designs, and to act as a link between engineers and technicians. Course work in the program is applied-design in nature and greatly stresses laboratory work.
Program Highlights
ECET Core: Circuit analysis, linear/digital electronics, computers, and control systems.
Programming Languages: C, C++/OOP, and Assembly Language (Intel & Motorola).
Application Programs Used: PSPICE, LabVIEW, PADS, Program CC, & AutoCAD.
Laboratory intensive: Every ECET technical course has a laboratory component.
Required Upper-Division ECET Courses Include:
ETE 305/305L Electronic Devices and Circuits III/Lab
ETE 310/310L Applied Network Analysis/Lab
ETE 315/315L Digital Logic Systems/Lab
ETE 318/318L Linear Integrated Circuits/Lab
ETE 344/344L Microcontroller Systems and Applications/Lab
ETE 350/350L Feedback Systems Technology (Control Systems)/Lab
ETE 435/435L Communication Systems/Lab
Unique ECET Courses
ETE 272/272L Electronic Manufacturing, PCB Fabrication/Lab
ETE 312/312L Applied Numerical Methods with C++/Lab
ETE 401/401L Technical Communications for ET/Lab
ETE 412/412L Introduction to Windows Programming/Lab
ETE 420/420L Electronic Test Instrumentation with LabVIEW/Lab
Specified Program of Elective
Certificates are Available in These Areas:Instrumentation and Control
Digital Systems
Communications
Applied Computer Programming
Alumni Testamonials
Electronic and Computer Engineering Technology
Cal Poly Pomona, February 1999
Eric Arnold, Hardware Design Engineer (Graduated 1994)
Another ... alum doing well and speaking well of the Cal Poly Pomona ET program. ... I am still working for Intel, and have since I graduated in '94. I am ... a design engineer for the Mobile Module group. We design processor modules for laptops. The Cal Poly program is strong and its graduates shouldn't have to search for jobs. Jobs should search for them.
Tim Barker, Test Engineer (Graduated 1996)
I am presently working at Teradyne as a Test Development Engineer. I develop programs to test hardware on complex multi-layer circuit boards. First off, I feel that the program prepared me to be a more rounded Engineer. I see this all the time as I am able to work with and understand engineers from other disciplines. My ECE counterparts don't seem to have that breadth and are amazed when I can explain to them a project that deals with forces, materials science and "C" function calls. I feel that the ET curriculum also prepared me to take and pass the EIT exam.
As a person working in industry I am very pleased with the way Cal Poly's ET department prepared me to make a good living at something I love to do.
Anthony Pirozzi, Activity Leader (Graduated 1989)
The Engineering Technology Program was of interest to me because of it's hand-on applications. I transferred to Cal Poly as a Junior. I spent two full years at Cal Poly Pomona, including summer sessions, and it was the best two years of my college days. Most students will tell you that they never use what they learned in college in the workplace. It was just the opposite for me. I focused my upper level classes toward RF Communications. The knowledge I gained from these courses were transparent [directly related] to the work I performed at Hughes. My first job was to write and execute RF Payload tests on a Weather Satellite ....
I was able to use my Cal Poly experience of using spectrum analyzers, directional couplers, calculating dB's, etc. toward my first position in industry. I actually used some of the hand outs from school to train some of the Hughes RF engineers in directional couplers and in calculating dB's
Excerpts from the 1991 IEEE Position Paper*
on Bachelor-Level Engineering Technology (BET) Programs
The IEEE recognizes the need to: Properly integrate BET graduates (technologists) in the technical community.
To identify industry positions for which BET graduates are best suited.
To identify post-graduate educational opportunities for BET graduates.
2. Engineers and technologists are often assigned to the same project team.
Engineers use theory and design principles to develop problem solutions, products, or systems.
Technologists transform engineer's design concepts into actual prototypes or products.
The professional responsibilities of engineers and technologists may overlap.
Technologists use well documented concepts. Technologists use established mathematical procedures. Technologists use established guidelines in their design activities.
Engineers and/or technologists may supervise technicians who assist in the development, fabrication and testing of products.
3. Basic Differences between BET and Engineering Programs
BET programs emphasize technical and practical proficiency in their coursework.
Most or all technical courses in BET programs include a laboratory component.
BET programs emphasize applications, based upon existing theory and math.
** Engineering programs emphasize mathematics and underlying science.
** Engineering programs emphasize theory over practical applications.
** Many engineering courses are theory-only, without a laboratory component.
*Adapted from the IEEE Position Paper, Engineering Technology, Approved by IEEE EAB on June 14, 1991.
** Inferred from the IEEE Position Paper.
Updated 04/25/99: LBM