r/ControlTheory • u/Barnowl93 • 2d ago
Other Do we teach control as if the whole room wants to be a controls engineer?
For context: I'm not an academic, but I have a PhD in controls and I work at the interface of control theory and engineering practice. I also get to deliver controls lectures at UK universities fairly often.
I ask the students: who here wants to be a controls engineer? Maybe 5%. On a good day (and probably some are just being polite). The rest are students who'll touch control in this course and never again.
But the courses are often built for that 5% (albeit less and less nowadays!). The other 95% just sit through it, and leave without the one thing that would've helped them most: the ability to look at a problem and think "oh that's an MPC-shaped problem." Or a feedforward one. Or just identifying the loops.
And this bites us later. I keep meeting engineers either "in the wild" or in multidisciplinary conferences who have a control problem and don't know it. This is my pet peeve. They'll hand-tune a tower of if-statements, stack heuristics until it sort of works, or throw a neural net at something MPC would've handled cleanly.
They're definitely smart folks, but they just never learned to see the shape of these problems, so they don't reach for the tool that fits.
Here's the pitch I actually make to students. I tell them: most of you won't decide to become control engineers and that's fine. But studying control will make you a better engineer regardless. It's the only course that: 1) makes you think in systems 2) allows you to work with multiple disciplines 3) and if you deploy your controllers you'll get to interact with real engineering systems. This is where we'd talk about a multidisciplinary example, EVs, wind turbine, aircraft, depending on the class.
I'm not suggesting the fix is dumbing it down. Just having "recognition" as the goal for most and "mastery" for that 5% is sufficiently good? Think of Brian Douglas' map of controls... Is just knowing the different parts of the map exist enough for most?
Anyway, those who actually teach (rather than sometimes cosplay): how do you make sure our way of seeing problems sticks years after the exam?