Enhanced Learning by Visualization Applying Embedded Hands-On in Electromagnetics Class

Hoo Kim; Neil Rogers; George York; Paul R. Leiffer

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Modern Teaching Strategies in Engineering
Tagged Division: Electrical and Computer Engineering Division (ECE)
Permanent URL: https://strategy.asee.org/47297

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Paper Authors

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Hoo Kim LeTourneau University

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Hoo Kim, Ph.D., P.E., is an Associate Professor in the School of Engineering and Engineering Technology at LeTourneau University. He received his B.S. and M.S. degrees from POSTECH, Pohang, South Korea, and his Ph.D. from the University of Texas at Austin

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Neil Rogers United States Air Force Academy

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George York United States Air Force Academy

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George York, PhD, PE, is a Professor of Electrical and Computer Engineering at the United States Air Force Academy, CO, and is currently the Director of the Academy Center for UAS Research.

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Paul R. Leiffer LeTourneau University

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Paul R. Leiffer, Ph.D., is an emeritus professor in the School of Engineering and Engineering Technology at LeTourneau University. He previously served as Chairman of the Engineering Department and was co-developer of LeTourneau's program in Biomedical Engineering.

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Abstract

This paper examines enhanced learning through visualization, with a focus on students’ learning experience. Learners often encounter difficulties in connecting one class to another within the Electrical and Computer Engineering curriculum. Many ECE students sense a knowledge gap or an overwhelming feeling of inability when dealing with mathematics or certain rigorous topics. Electromagnetics is one of the courses that present these challenges. This research introduces newer approaches, demonstrating how embedded hands-on experiences provide visualization and enhance the students’ learning process. First, researchers from two different institutions identified gaps in curriculum continuity. The researchers then conducted a survey that includes questions about students' 1) prerequisite courses and readiness, 2) confidence levels before starting the course, and 3) connections between formal experiences and Electromagnetics. Second, the researchers extracted common challenges and emphasized the importance of visualization in Electromagnetics, which represents typical courses that require students to engage with abstract mathematics while studying invisible light and its properties. This necessitates covering very fundamental concepts. The researchers also recognized the constraint of class time, which limits the inclusion of numerous topics and activities in both institutions. In light of these constraints, the researchers focused on the following questions: (1) “How can we introduce more visualization of invisible Electromagnetics, which includes difficult and abstract mathematical expressions and concepts?" (2) "Can a hands-on approach using simulation, measurement, and calculation tools help students learn the materials more effectively?" (3) "How can two related courses be redesigned to incorporate more cohesive and sequential elements between them?" The researchers introduce various educational tools which were tested and applied in a similar undergraduate teaching school environment. The pedagogy emphasizing a hands-on and active learning environment is the major concept in redesigning the course. The researchers redesigned courses related to the target course to include three major components in engineering practice: theory, simulation, and measurement. Additionally, the researchers adopted open-source educational resources and simulators to incorporate hands-on labs with enhanced visualization. Another innovation was to introduce connected topics from the related courses or areas in electromagnetics. Topics of basic RF and VNA measurement can be embedded into the target course to add more hands-on practice to connect applications. The researchers also carefully considered the possible shortage of class time when applying more hands-on activities in its integration rather than adding extra work. The researchers utilized tools such as time segmentation techniques and provided guided handouts to blend teaching components and maximize students’ learning. For a given target course, the researchers address the following outcomes and conclusions: 1) Analysis for current learning environment 2) Identification of barriers and consideration of various pedagogical approaches 3) Identification of ‘priority of contents and outcomes’ in the course 4) Design of pilot modules to overcome known challenges 5) Application of a holistic approach to create a more connected and cohesive course within the existing ECE curriculum and program. The researchers conclude that hands-on activities with visualization and integration of connected topics promote more active learning which is assessed by students’ progress in learning and feedback regarding newer trials compared to formal class practices.

Citation
Format

Kim, H., & Rogers, N., & York, G., & Leiffer, P. R. (2024, June), Enhanced Learning by Visualization Applying Embedded Hands-On in Electromagnetics Class Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/47297

TY - CPAPER
AB - This paper examines enhanced learning through visualization, with a focus on students’ learning experience. Learners often encounter difficulties in connecting one class to another within the Electrical and Computer Engineering curriculum. Many ECE students sense a knowledge gap or an overwhelming feeling of inability when dealing with mathematics or certain rigorous topics. Electromagnetics is one of the courses that present these challenges. This research introduces newer approaches, demonstrating how embedded hands-on experiences provide visualization and enhance the students’ learning process. First, researchers from two different institutions identified gaps in curriculum continuity. The researchers then conducted a survey that includes questions about students&#39; 1) prerequisite courses and readiness, 2) confidence levels before starting the course, and 3) connections between formal experiences and Electromagnetics. Second, the researchers extracted common challenges and emphasized the importance of visualization in Electromagnetics, which represents typical courses that require students to engage with abstract mathematics while studying invisible light and its properties. This necessitates covering very fundamental concepts. The researchers also recognized the constraint of class time, which limits the inclusion of numerous topics and activities in both institutions. In light of these constraints, the researchers focused on the following questions:
(1) “How can we introduce more visualization of invisible Electromagnetics, which includes difficult and abstract mathematical expressions and concepts?&quot;
(2) &quot;Can a hands-on approach using simulation, measurement, and calculation tools help students learn the materials more effectively?&quot;
(3) &quot;How can two related courses be redesigned to incorporate more cohesive and sequential elements between them?&quot;
The researchers introduce various educational tools which were tested and applied in a similar undergraduate teaching school environment. The pedagogy emphasizing a hands-on and active learning environment is the major concept in redesigning the course. The researchers redesigned courses related to the target course to include three major components in engineering practice: theory, simulation, and measurement. Additionally, the researchers adopted open-source educational resources and simulators to incorporate hands-on labs with enhanced visualization. Another innovation was to introduce connected topics from the related courses or areas in electromagnetics. Topics of basic RF and VNA measurement can be embedded into the target course to add more hands-on practice to connect applications. The researchers also carefully considered the possible shortage of class time when applying more hands-on activities in its integration rather than adding extra work. The researchers utilized tools such as time segmentation techniques and provided guided handouts to blend teaching components and maximize students’ learning. For a given target course, the researchers address the following outcomes and conclusions: 1) Analysis for current learning environment 2) Identification of barriers and consideration of various pedagogical approaches 3) Identification of ‘priority of contents and outcomes’ in the course 4) Design of pilot modules to overcome known challenges 5) Application of a holistic approach to create a more connected and cohesive course within the existing ECE curriculum and program. The researchers conclude that hands-on activities with visualization and integration of connected topics promote more active learning which is assessed by students’ progress in learning and feedback regarding newer trials compared to formal class practices.
AU - Hoo Kim
AU - Neil Rogers
AU - George York
AU - Paul R. Leiffer
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Enhanced Learning by Visualization Applying Embedded Hands-On in Electromagnetics Class
UR - https://strategy.asee.org/47297
ER -