Developing and Implementing a Program Interfacing Project Course in Electrical Engineering (original) (raw)
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Ingenieria y Universidad
This paper describes and discusses the implementation of a project-based undergraduate course on applied electromagnetics in electronics engineering with a conceiving-designing-implementing-operating (CDIO) approach involving active project-based learning (PBL). The course, which requires a combination of mathematical and physics concepts for its completion, allows students to understand the principles of electromagnetic transmission theory in wireless communication systems. This paper presents the course proposal, its project description, and results hinting at the relationship with the CDIO process. The proposed projects allow students to engage in core concepts such as complex vectors, Maxwell’s equations, boundary conditions, Poynting's theorem, uniform plane waves, reflection and transmission of waves, waveguides, cavity resonators, and computer-assisted design. The proposed methodology results suggest that students lowered their perception of the difficulty of the course, ...
Ingenieria y Universidad, 2022
This paper describes and discusses the implementation of a project-based undergraduate course on applied electromagnetics in electronics engineering with a conceiving-designing-implementing-operating (CDIO) approach involving active project-based learning (PBL). The course, which requires a combination of mathematical and physics concepts for its completion, allows students to understand the principles of electromagnetic transmission theory in wireless communication systems. This paper presents the course proposal, its project description, and results hinting at the relationship with the CDIO process. The proposed projects allow students to engage in core concepts such as complex vectors, Maxwell’s equations, boundary conditions, Poynting's theorem, uniform plane waves, reflection and transmission of waves, waveguides, cavity resonators, and computer-assisted design. The proposed methodology results suggest that students lowered their perception of the difficulty of the course, and most students recognized a better learning process of the core concepts for this course. In addition, students’ final course grades showed an average improvement of approximately 6% compared with the final grades of other groups with different methodologies.
Designing, Implementing and Maintaining a First Year Project Course in Electrical Engineering
European Journal of Engineering Education, 2008
Being a modern electrical engineer does not only require state of the art skills in areas such as transfer and processing of information, electronics, systems engineering, and biomedical electrical engineering; it also requires generic engineering skills such as oral and written communication, team building, interpersonal skills, and the ability to take the responsibility of solving assigned tasks. In the development of a new electrical engineering curriculum, it was considered a challenge to introduce these generic engineering skills in a more applicable way. The approach described in this paper has been very successful in implementing and maintaining a challenging first year project based engineering course with a high level of training of generic engineering skills.
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We analyze and study the beginning of a new Electrical Engineering Department, supported by an NSF Departmental Level Reform award, within a new College of Engineering in the 21 st Century and also describe the academic approach and influences of an innovative cognitive-based approach to curriculum development. In addition, the approach taken utilized open-ended projects distributed over the four years as pedagogical and motivational tools. Furthermore, the curriculum encourages a global-minded entrepreneurship approach as well as reports and presentations associated with learning activities. The Electrical Engineering program begins by emphasizing the importance of recognizing how one learns and what one's preferred styles are, as well as the convergence and reinforcement of the classical domains of learning in active learning. In teaching this program we draw from affective, psychomotor, and cognitive self awareness to emphasize ethics, professionalism and engineering practices, creativity, acceptance of globalization, and consideration of social and environmental issues as part of a lifelong learning career. Students graduating from this program are all well-received by industry and graduate programs.
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Afler a revision leading to restructure the curriculum design content, 0.5 credits of design were allocated to an introductory electronics course. What follows is an overview of one of the open ended design projects developed to meet these requirements. Completion of the project involved hand calculations, computer simulation, written documentation and demonstration of a working prototype. The introductory nature of the course in addition to the fact that some students were learning to use the required software for their first time, imposed some limitations on the scope of the project. Team work was emphasized, student response through out the project was evaluated and used to draw some conclusions regarding the overall merits and drawbacks of our approach. Those portions of the project involving design, as currently being defined in the literature, and those involving analysis are clearly pointed out I. INTROEWCTIO. .