Design proficiency - A novel Electrical Engineering course

Contribution: This work evaluates the role of the complementary training programs (CTPs) offered by the Center for Research and Development in Electronic and Information Technology (CETELI), from the Federal University of Amazonas, Brazil. This analysis highlights the relevant role of the CTP, carried out by CETELI, in supporting students in the engineering undergraduate course, thus reducing dropouts and improving retention of low-income students. Background: The great challenge of engineering courses and of all courses in the technological area is to keep in step with the job market and, thus, provide better conditions for entering trainees. Intended Outcomes: Based on the experience of this work, other electrical engineering courses should be encouraged to adopt partnerships with industries, offering the possibility for students to carry out project activities on topics of interest to industries and, especially in developing countries like Brazil, to associate this activity with the provision of scholarships. Application Design: The evaluation assesses the impact of the various CTP partnership projects (PPs) on the graduation rate (GR), on students’ academic performance, and on the average graduation time (GT). It also assesses how the CTP students entered the job market, measuring whether the CTP facilitated their entry. Findings: It was observed a difference in the GR between the students who participated in the CTP and students that did not participate in the CTP. For the computer engineering course, this rate was about five times higher. It was observed that more than half of the students who participated in the CTP entered the market and were hired almost immediately for work in their area of training.

This research was developed in the Master in Education of the Federal University of Uberlândia, in the period 2001/2002, with the objective of analyzing the knowledge and practices failures in the teaching-learning process of the Electrical Engineering course at UFU, with a focus on understanding the forms, meaning and function of evaluative practices in failures in the context of the subjects surveyed (students, teachers); seeking to apprehend the relationship between social representations about this phenomenon and its repercussions on the interactions between teacher and student, in the teaching-learning process and in the perpetuation or transformation of educational practices carried out in the Electrical Engineering course at UFU. It is a research with an emphasis on qualitative aspects, but which contains many quantitative data that served as a subsidy for the choice of the interviewed subjects, of the researched aspects, and to present the failure rates in the period from 1997 to 2001 in a more systematic way , referring to the disciplines common to the two emphases existing in the course: Electronics and Electrotechnics. The interviewed subjects were eight students who had already taken the five subjects that presented the highest failure rates in the defined period, which are: Electromagnetism, Material Mechanics, Electrical Circuits 1, Differential and Integral Calculus 3 and Electrical Materials 1; and three teachers from those same disciplines. In the interviews, in the However, the focus was not only on the five disciplines mentioned, because what was sought to understand and analyze in a more approximate way was the factors that caused the failures, without specifying any discipline. It was based on the assumption that there were ideas, attitudes, behaviors produced in the space socially shared by the group and that these circulated and strongly influenced the perpetuation of failures, which is characteristic of a social representation. To better understand the phenomenon of failures, a historic rescue of the Faculty of Electrical Engineering at UFU was carried out, engineering education and training was discussed in general and a study on learning assessment. The analyzes developed here show that the facing the problem of failures in the Electrical Engineering course at UFU, as well as engineering courses at other institutions implies improving the teaching-learning process learning and training of engineering teachers. It also implies the need for a dynamic and global understanding of the context and everyday life of the course, in order to break with those conservative and authoritarian views, attitudes and practices that favor the perpetuation of phenomena such as failures, and that generate passivity and conformism. between teachers and students.

The purpose of this study was to determine the effectiveness of using Virtual Reality-Based virtual laboratories on student learning outcomes in the Internet of Things Course in the Electrical Engineering Study Program, the average difference in student learning outcomes through the use of Virtual Reality-Based virtual laboratories in the Internet of Things Course in the Engineering Study Program Electrical Engineering, and student learning motivation through the use of Virtual Reality-Based virtual laboratories in the Internet of Things Course in the Electrical Engineering Study Program. This research is an experimental research approach that will be used is Quasi Experimental Design with the form of Nonequivalent Control Group Design. The validation test was carried out by measurement experts for post-test and pre-test questions, each aspect was tested by two experts. The results of the study show the effectiveness of using Virtual Reality-Based virtual laboratories to improve student learning outcomes in the Internet of Things Course in the Electrical Engineering Study Program. The increase in student learning outcomes analyzed using N-gain in the experimental class obtained an average value of 0.65 including the medium category, and the average N-gain for the control class was 0.15 in the low category. Meanwhile, the average difference in student learning outcomes through the effectiveness of using Virtual Reality-Based virtual laboratories in the Internet of Things Course in the Electrical Engineering Study Program is significantly and significantly different. The results of the experimental class data analysis obtained the t_count > t table value, namely 8,351 > 2,003 and the Sig. (2-tailed) 0.005 <0.05, then Ha is accepted, meaning that there is a difference in the average student learning outcomes after using a virtual reality-based virtual laboratory in the internet of things course in the Electrical Engineering Study Program. Student motivation through the use of Virtual Reality-Based virtual laboratories in Internet of Things Courses in the Engineering Study Program can increase very well

International Journal of Communication SystemsVolume 16, Issue 1 p. 97-115 Research Article MARCH: A distributed content adaptation architecture S. Ardon, Corresponding Author S. Ardon [email protected] School of Electrical Engineering and Telecommunications, University of New South Wales, Sydney NSW 2051, Australia LIP6-Université P. et M. Curie, Equipe Réseaux et Performances, 8, rue du capitaine Scott 75015 Paris, FranceSchool of Electrical Engineering and Telecommunications, University of New South Wales, Sydney NSW 2051, AustraliaSearch for more papers by this authorP. Gunningberg, P. Gunningberg [email protected] Department of Computer Systems, Uppsala University, Box 325, S-751 05 Uppsala, SwedenSearch for more papers by this authorB. Landfeldt, B. Landfeldt [email protected] Ericsson research Networks and Systems, Torshamnsgatan 23-164 80 KISTA, SwedenSearch for more papers by this authorY. Ismailov, Y. Ismailov [email protected] Department of Computer Systems, Uppsala University, Box 325, S-751 05 Uppsala, SwedenSearch for more papers by this authorM. Portmann, M. Portmann [email protected] School of Electrical Engineering and Telecommunications, University of New South Wales, Sydney NSW 2051, Australia Computer and Networks Laboratory TIK, Swiss Federal Institute of Technology ETH, CH-8092 Zürich, SwitzerlandSearch for more papers by this authorA. Seneviratne, A. Seneviratne [email protected] School of Electrical Engineering and Telecommunications, University of New South Wales, Sydney NSW 2051, AustraliaSearch for more papers by this author S. Ardon, Corresponding Author S. Ardon [email protected] School of Electrical Engineering and Telecommunications, University of New South Wales, Sydney NSW 2051, Australia LIP6-Université P. et M. Curie, Equipe Réseaux et Performances, 8, rue du capitaine Scott 75015 Paris, FranceSchool of Electrical Engineering and Telecommunications, University of New South Wales, Sydney NSW 2051, AustraliaSearch for more papers by this authorP. Gunningberg, P. Gunningberg [email protected] Department of Computer Systems, Uppsala University, Box 325, S-751 05 Uppsala, SwedenSearch for more papers by this authorB. Landfeldt, B. Landfeldt [email protected] Ericsson research Networks and Systems, Torshamnsgatan 23-164 80 KISTA, SwedenSearch for more papers by this authorY. Ismailov, Y. Ismailov [email protected] Department of Computer Systems, Uppsala University, Box 325, S-751 05 Uppsala, SwedenSearch for more papers by this authorM. Portmann, M. Portmann [email protected] School of Electrical Engineering and Telecommunications, University of New South Wales, Sydney NSW 2051, Australia Computer and Networks Laboratory TIK, Swiss Federal Institute of Technology ETH, CH-8092 Zürich, SwitzerlandSearch for more papers by this authorA. Seneviratne, A. Seneviratne [email protected] School of Electrical Engineering and Telecommunications, University of New South Wales, Sydney NSW 2051, AustraliaSearch for more papers by this author First published: 18 February 2003 https://doi.org/10.1002/dac.582Citations: 20AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume16, Issue1Special Issue: Wireless Access to the Global Internet: Mobile Radio Networks and Satellite SystemsFebruary 2003Pages 97-115 RelatedInformation

This paper presents the preliminary outcome of an ongoing study conducted on engineering students in a non-major course in electrical engineering. The goal of this study is to better understand the reasons for lower levels of performance in non-major engineering courses. We accomplish this by assessing student perceptions and attitudes towards learning, and measuring their understanding of core concepts related to a specific topic. Analyses of data collected to-date points towards some inherent flaws in common teaching methodology. We anticipate that this study will lead to a restructuring of these service courses to make them more relevant and conceptually grounded. Additionally, the development of reliable subject specific instruments as used in this study could be the basis for a broader framework which could be used for other engineering courses.

The education of students in the area of telecommunications systems engineering is of rising significance as global economies become ever more reliant upon telecommunications technologies and services. Notwithstanding its broad-based origins from within electrical engineering, the study of telecommunications systems is today recognized as an academic discipline in its own right. The University of Oklahoma (OU) - Tulsa is one of a select few that offers a Master of Science degree in Telecommunications Systems under the aegis of the School of Electrical and Computer Engineering. The degree has been designed with a common set of core courses: Telecommunications Industry Overview, Telecommunications Technology, Network Design and Management, Telecommunications Laboratory, and Professional Project. In addition, students may choose technical electives from among electrical and computer engineering, computer science, mathematics, and telecommunications systems courses. Students may also choose up to six credit hours of approved elective courses in relevant disciplines such as finance, telecommunications management, economics, and industrial engineering. A key resource supporting the program is the Telecommunications Interoperability Laboratory 1 , a facility designed to provide students with unmatched access to carrier-grade telecommunications technologies. Students entering the program are expected to have undergraduate preparation in electrical and computer engineering. This paper describes the curriculum and program goals, as well as the motivation behind their development.

In response to the demand for cultivating high-quality applied professionals with both engineering and humanistic qualities in the new era, contemporary university education not only undertakes the responsibility of imparting professional knowledge and skills, but also shoulders the responsibility of ideological and political education for students. This article design the teaching process and evaluation system of Electrical Engineering courses in order to cultivate engineers with both moral integrity and professional competence.Through course learning, students will not only master the basic knowledge and corresponding skills of electrical and electronic technology, but also possess the spirit of striving for excellence as a national craftsman, with a sense of serving the country through science and technology.And the students will be able to undertake the mission of the great rejuvenation of the Chinese nation. By studying the teaching mode of electrical engineering courses, reference value is provided for the reform and innovation of higher education related majors and teaching curriculum systems

The expansion in the fields of optical engineering and optoelectronics has made it essential to introduce optical engineering concepts into undergraduate courses and curricula. Because of limits on the number of course requirements for the B.S. degree, it is not clear how these topics should be introduced without replacing some of the traditional requirements. This paper demonstrates how optical engineering concepts can be easily presented as an integral part of electrical engineering subjects, with a minimal amount of replacement, while enhancing the depth and understanding of both fields. Courses such as linear signals and systems, electricity and magnetism, and electronics which traditionally represent the core requirements of the undergraduate electrical engineering curriculum contain subjects that have direct correlations with optical engineering concepts. The major changes that are needed are the creation of textbooks that contain concepts and examples in areas of both optical and electrical engineering and some relearning and familiarization on the part of instructors. This approach allows for a fresh look at courses being offered in electrical engineering, while providing the necessary background in optical engineering for students.

This article analyzes 10 electrical engineering undergraduate courses in Brazil. The analysis was performed using several institutional indices, namely, the National Student Proficiency Exam (ENADE), Preliminary Concept of the Degree (CPC), General Index of the Degree (IGC), Institutional Concept (CI) and Human Development Index (HDI). A regional analysis confirmed that the undergraduate electrical engineering courses in the north-northeast region of Brazil have a different structure from that of institutions in the south-southeast of the country. The courses at universities in the south-southeast region have the best institutional indicators, however, in general they have the lowest workloads. The total workloads range from 4974 hours (the largest) to 3600 hours (the lowest). Three electrical engineering courses have workloads that exceed 4000 hours (the Federal University of Santa Catarina [UFSC], the Federal University of Bahia [UFBA] and the Federal University of Para [UFPA]). On the other hand, of the top 4 courses with the highest scores in ENADE: UFSC, (the Federal University of Minas Gerais [UFMG], the Federal University of Rio Grande do Sul [UFRGS] and the University of Brasilia [UNB]), only one of them, UFSC, has a workload that exceeds 4000 hours.

The problems of electromagnetic compatibility (EMC) have been taken into account in almost all faculties of electrical engineering in the world. However, EMC phenomena are only partially mentioned in the small chapters of individual electrical engineering courses and the education is largely focused on one specific EMC area for this reason; the goal of this paper is to explain the problem with an easy experimental way [1].In electromagnetic pollution phenomenon, the power cable is a key component from point of view of EMC. It present in the same time, a privileged propagation path of conducted perturbations, a large band radiator element and a vulnerable input channel to extern electromagnetic assaults. The wide diversity of cable types, as well as various environmental and geometrical configurations, make of wiring an example all adapted to the new demand of generic modeling in EMC. The electromagnetic perturbations such as the coupling by inductive or capacitive crosstalk are a big problem for the good operation of transmission lines system. In this work, a measuring bench contains a vectors-type networks analyzer "module and phase" allowing the measure of the transfers function S21 in dB was performed in order to predict and measure the crosstalk coupling between the transmission lines.

This article describes the introductory two-semester course in electrical engineering that has been developed over a period of five years at Princeton University. The aims of the course are to provide an introduction to the field of electrical engineering via the basic concepts of electricity and magnetism (which are developed through Maxwell's equations in the integral form), to apply these concepts in developing the fundamentals of energy conversion and circuit theory, and to carry forward, in a continuous and integrated way, a modern treatment of network analysis. Thus, the treatment proceeds from field ideas to circuits and physical apparatus, and to their mathematical models. With the circuit relations formulated, attention turns to the analysis of networks, starting with network topology and extending through pole-zero ideas. The treatment stops just short of the Laplace transform. This course is intended to serve as a foundation for subsequent courses such as electronic circuits, energy conversion, and advanced network analysis and synthesis, and has been developed with the purpose of providing the student with a unifying point of view for these varied topics.

For educational purposes there is a need to teach electrical and computer engineering students the basics of the design of state machines using programmable logic devices, and for students interested in mobile robots to teach them the basics of mobile robots' behaviors. At the same time one of the topics of interest in the mobile robot's community is how to generate their new behaviors, using state machines, automatically. This paper discusses how to create mobile robots' behaviors using genetic algorithms (GAs), implementing them in programmable logic devices (FPGAs) and how these behaviors can be programmed by students in a mobile robotics course. The behaviors are encoded as algorithm state machines and using feed-forward artificial neural networks (ANN). In the state-machine approach, each individual's chromosome represents, given a set of inputs coming from the sensors and the current state, both the next state and the outputs that control the robot's movements. In the ANN approach, whose weights are found also with GAs, a pipeline architecture was built to perform it, each pipeline executes a layer of the ANN, thus once the pipeline is full the execution speed of the ANN is one sensors' clock cycle. We evaluate the behaviors generated by the GA according to a fitness function that grades their performance for avoiding obstacles. The inputs to such a robot are infrared sensors to detect obstacles, the outputs are the velocities of its wheels. Our objectives are first, to prove that GAs are a good option as a method for finding behaviors for mobile robots' navigation, and second, that these behaviors can be implemented in an efficient way in FPGAs. We tested both behaviors in a small mobile robot, that is build in an electrical engineering course that teaches how to build mobile robots.

The continuous intersection and integration of energy disciplines promote the innovation of electrical engineering subject construction and talent training. However, the rapid transition also brings challenges. Restricted to the traditional instructional concepts and limited funds, numerous specialized courses are not able to be updated in time, which leads to the monotonousness of students' knowledge system and lack of study interest. Besides, the continuous refinement of investment triggers the constantly expanding of subject content, and the interdisciplinary of the new content makes it difficult for students to digest. To cultivate students' interdisciplinary thinking and stimulate their interest in study, a battery experiment designed by both students and teachers is proposed and used in electrical engineering teaching. This paper presents the main steps of the experiment, including the assembly and testing of the lithium perchlorate battery with dual-graphite electrodes, which is of great safety, economy, and feasibility. The teaching strategy and improvement measurements are also introduced, and the assistance of the experiment to power system planning is well discussed. This experiment has been added as an extension part of Power System Planning, and its effectiveness in cultivating students' enthusiasm and effectiveness get proved.

In this paper, we present a detailed action plan under continuous quality improvement (CQI) exercise of outcomes based education framework related to Mathematics concerns highlighted by the Electrical Engineering (EE) Department. Failing and low performed student learning outcomes (SOs) and course learning outcomes (COs) in range of core EE courses were observed to be linked with weak Mathematics basis of students. This feedback was achieved through an automated CQI system in EvalTools under Faculty Class Assessment Report (FCAR) tab, where each instructor is required to make reflections about failing as well as low performed SOs and COs. Feedback was reviewed comprehensively, and mathematical concepts which significantly affect the performance of students in the core EE courses were derived. Moreover, a high level of Mathematics pre-requisite covering required mathematical concepts is identified for the range of core EE courses. Consequently, well-defined tasks were assigned to continuously evaluate and monitor improvement in required Mathematics concepts to ensure SOs and COs achieved in core EE courses. Results are given to exhibit the effectiveness of continuous improvement management system (CIMS).

This paper discusses research investigating to what extent, if any, group work influences the students’ learning experience in Fundamentals of Electronics. Two classes of second year students from the College of Engineering at American University of Sharjah were involved. At least one class project is an established assignment in the class and is usually done in groups. For the purposes of this research, one class completed the project in groups and the other class completed it individually. The students were then given a short test specific to the material covered by the project. They also filled out a short survey and participated in focus group interviews to discuss their experience. The results indicate that although many of the students stated they enjoyed working in groups, a number of them admitted they did not gain a full understanding of the course material through the group work activity.