Through the years, electronics engineering has been undergoing changes in a variety of aspects. An analysis of these changes is carried out, relating separately to five dimensions: (1) availability of information; (2) scope of knowledge; (3) engineering entity; (4) information handling; (5) human-machine interface. Implications of these changes on electronics education curricula are presented. The transfer of a classic Electronics Engineering Technology BS program into an Information Technology BS program (integrating electronics hardware with software) is described and its implementation issues are discussed. This illustrates the issue of dealing with change. The new programs reflect similar foundations of math and science as to conventional programs but moves students and institution in directions reflected by trends in industry.
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