Discussion Overview
The discussion revolves around the self-directed learning of electrical engineering (EE), focusing on practical approaches, necessary materials, and alternative pathways to gain knowledge and experience in the field without formal education. Participants explore various methods for acquiring skills, including hands-on experimentation, job experience, and the use of textbooks.
Discussion Character
- Exploratory
- Technical explanation
- Debate/contested
- Homework-related
Main Points Raised
- Some participants suggest purchasing materials for hands-on experimentation, mentioning specific suppliers like 'element 14'.
- One participant shares their personal journey from technician to engineer, emphasizing the importance of gaining practical experience and learning on the job.
- Another participant highlights the value of learning computer programming as a complementary skill to electrical engineering, particularly in embedded systems.
- Questions arise regarding the use of textbooks in formal education settings, with participants seeking clarity on the number and type of textbooks used in institutions like MIT.
- There is a discussion about vocational schools, with mixed opinions on their value and the extent of their accreditation and curriculum.
- Some participants inquire about obtaining a Bachelor's degree in EE without attending college, raising questions about the Professional Engineer (PE) exam and the requirements for becoming a licensed engineer.
- A personal anecdote is shared about an individual who succeeded in the field without formal education, emphasizing passion and extensive hands-on experience with radios.
- Concerns are raised about the feasibility of becoming a professional engineer without a formal degree, with some participants noting the common requirement for an accredited engineering degree.
Areas of Agreement / Disagreement
Participants express a range of views on the best methods for self-teaching electrical engineering, with no consensus on the effectiveness of vocational schools or the necessity of formal degrees for professional engineering roles. The discussion remains unresolved regarding the best path to take for self-directed learning in EE.
Contextual Notes
Limitations include varying definitions of educational pathways, the differing value of hands-on experience versus formal education, and the lack of clarity on specific requirements for professional engineering licensure in different regions.