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Board 62: Work In Progress for Developing Project-Based Experiential Learning of Engineering Electromagnetics

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

ECE Division Poster Session

Tagged Division

Electrical and Computer

Page Count

10

DOI

10.18260/1-2--32393

Permanent URL

https://peer.asee.org/32393

Download Count

97

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Paper Authors

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Adriyel Nieves Pennsylvania State University

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Adriyel Nieves is currently pursuing a Masters degree in electrical engineering at The Pennsylvania State University. He worked as a professional engineer for three years after receiving his bachelors degree in electrical engineering from Penn State in 2015. His interests include radar systems, Electromagnetic theory, meta-materials, antenna design, embedded systems, and improving engineering education.

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Julio Urbina Pennsylvania State University, University Park Orcid 16x16 orcid.org/0000-0001-6281-4905

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JULIO V. URBINA, Ph.D is an Associate Professor in the School of Electrical Engineering and Computer Science at Penn State. His educational research interests include effective teaching techniques for enhancing engineering education, global engineering and international perspectives, thinking and working in multi-, inter-, and transdisciplinary ways, cyberlearning and cyber-environments, service and experiential learning, teaming and collaborative learning.

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Tim Kane Pennsylvania State University, University Park

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TMOTHY J. KANE, Ph.D is Professor of Electrical Engineering and Meteorology at Penn State who teaches the undergraduate engineering electromagnetics course, EE 330. His educational research interests include developing course materials for enhancing engineering education, collaborative learning, and increasing student involvement.

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Shengxi Huang Pennsylvania State University

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Diego Penaloza Pennsylvania State University, University Park

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Received the B.S. degree in electronics engineering from the Universidad Nacional de Ingenieria, Lima, Peru, in 2016. From 2017 to 2018, worked as a research assistant at the National Research and Training Institute of Telecommunications (INICTEL-UNI), Lima. He is currently pursuing the Ph.D. degree in the department of Electrical Engineering at Penn State University, University Park, PA, USA. He is currently a research assistant in the Applied Signal Processing and Instrumentation Research Laboratory (ASPIRL) in the same department. His research interests include applied electromagnetics, antennas, cognitive radars, software- defined radio and remote sensing.

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Abstract

Electromagnetic (EM) fields are traditionally taught as a fundamental pillar of knowledge within electrical engineering curriculum. EM theory has allowed engineers and scientists to create and develop an array of applications through the discovery of many fundamental aspects of nature. These discoveries have paved the way for larger humanitarian impact such as enabling communication across vast distances. Nevertheless, over the last decade, there has been a decrease in interest of our electrical engineering students in taking more elective electromagnetic courses in our curriculum.

The classical delivery format of EM theory has led to the material being too abstract and lacks application of modern teaching technologies in the material. In our current curriculum, students are introduced to electromagnetics in their junior year. This course has a weekly 3-hour lecture and a weekly 2-hour recitation or lab with a smaller number of students per section. Generally, the outcome of this course determines if the student wants to pursue advanced EM-focused elective courses. In an effort to create a more intellectually engaging approach to EM theory, we have initiated a sequence of steps to produce a more meaningful EM experience for the students.

The first step was reported in a recent paper to the ASEE with the description of a pilot hands-on approach to the teaching of electromagnetics. The outcome of this study produced compelling positive responses from the students. As a follow-up, the second step focuses on holistic hands-on activities to completing a final project for the course, which is the implementation of a low-power continuous wave radar. By selecting a radar implementation, the students could use this instrument to understand other fundamental electrical engineering topics such as electronic circuits, power systems, signal processing, etc. To prepare the students for the final project of the electromagnetics course, seven laboratory experiments are being developed to follow the classroom lectures so students can reinforce content from each lecture through hands-on experience (coordination with lectures is crucial). Each lab experiment requires the understanding of each topic currently covered in the course, including electrostatics, magnetostatics, Maxwell’s equations, transmission lines, wave propagation, reflection and transmission, and radiation and antennas. The contents of each lab experiment is designed using successful pedagogical techniques to develop a student’s critical thinking. Students are introduced to an ‘exploratory’ component where students develop new ideas. Additionally, each laboratory experiment includes a ‘pause’ section through which students as a group reflect on the implications of the laboratory activities. The laboratory assignments include introductory as well as high level experiments for students to develop the expertise necessary to complete the low-power continuous wave radar project.

This paper reports the motivation to create engaging approaches to teaching electromagnetics, the integration of the lab material with the course lecture content, and the strategy for obtaining support of the electrical engineering faculty to pursue this new approach to the lab component of the course. This paper is a work-in-progress and is intended to be delivered as a regular presentation at the 2019 ASEE Annual Conference.

Nieves, A., & Urbina, J., & Kane, T., & Huang, S., & Penaloza, D. (2019, June), Board 62: Work In Progress for Developing Project-Based Experiential Learning of Engineering Electromagnetics Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32393

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015