Microwave Engineering Education Research Articles

Gaming in Microwave Engineering Education [Educator's Corner

Playing games is not just for children. In fact, playing games can make the learning process easier and more fun for adult students as well, for example, in language courses. Despite this success in teaching other subjects, microwave engineering education rarely employs games for learning. However, during the past few years, we have designed and optimized a game that is suitable for senior undergraduates or first-year graduate students in an introductory microwave engineering course. The game is welcomed by our students and indeed makes both teaching and learning more interesting. In this article, I introduce the design philosophy of the game and explain how to play it.

Formative assessment practices in undergraduate microwave engineering education

Microwave engineering is a technology-based course. Students can easily score high assessments in this course, because more of the engineering students are interested in this kind of application-oriented course. Normally, the achievement of students in this course is evaluated based on their summative assessment. Hence, the score of evaluation which obtained by the students in this course oftentimes does not match with the actual quality of the students, especially regarding their practical skill. In this paper, several simple practical assignments were proposed for undergraduate students to complete their assessment in microwave engineering course.

Student Active Learning Tool for Producing Open Resources in Microwave Engineering Education

Producing Open educational resources (OER) in engineering education utilizing the concept of project-based learning enables students to train and gain knowledge and skills and contribute to the learning process of other learners worldwide. The advantage of this new peer-to-peer approach is that it allows students to learn from their fellow students in an open domain, and hence provide a vantage point in the transformation of traditional classroom pedagogies into a new educational approach embodied in student-centred learning. A long-term experiment has been conducted at Princess Sumaya University for Technology to introduce the concept of project based learning in teaching a microwave engineering course at the undergraduate level and hence produce OER material to allow students over the globe to utilize in their learning process.

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การสังเคราะห์วงจรกรองผ่านแถบความถี่ในท่อนำคลื่นด้วยวิธี K-inverter สำหรับการศึกษาด้านวิศวกรรมไมโครเวฟ

Microwave Engineering as Part of Undergraduate Curriculum for Electronics Engineering and as Specialization Discipline for Postgraduate Studies in India

Abstract The establishment and development of Radio frequency (RF) and Microwave Engineering (ME) from its inception in Electrical and Electronics Engineering to having its own distinct identity in the 21st century has been explored in this paper. Overview of contributions by India to the field of RF and Microwave Engineering have been mentioned. Present paper deals with the field of RF and Microwave Engineering, especially the standard of its education in India. This paper explores the multidisciplinary nature of a RF and Microwave engineer and analyses how an RF and a Microwave engineer can contribute to the industry. Hierarchy and structure of Indian education system concerned with Engineering and Technology have been reviewed along with options and incentive available to aspiring researchers in the field of RF and Microwave Engineering. Nuances of dual degree program have been discussed. Job opportunities in government sector and private sector have been analyzed. A RF and Microwave engineer can find employment opportunities in premier government bodies such as Indian Space Research Organisation (ISRO) and Defence Research and Development Organisation (DRDO) along with private corporations in the rapidly growing telecom sector of India. Handheld device-based apps and web-based database programs initiated by the Government of India have been discussed. It has been concluded that RF and Microwave engineers will play a decisive role in the development of India. Performance of a RF and Microwave engineer will be a major factor in deciding the magnitude of performance of the Indian Defence Forces. The authors of this paper have suggested some steps to the Government of India which can help RF and Microwave Engineering education reach its maximum potential

Microwave and EM Education: Overcoming the Disconnect [Education News

Reports on key trends and new areas of development in the area of microwave engineering education with particular emphasis on electromagnetic theory.

Understanding Computation of Impulse Response in Microwave Software Tools

In modern microwave engineering curricula, the introduction of the many new topics in microwave industrial development, or of software tools for design and simulation, sometimes results in students having an inadequate understanding of the fundamental theory. The terminology for and the explanation of algorithms for calculating impulse response in microwave software tools are not always beginner-oriented and might be over-sophisticated for undergraduate students. This paper presents a comprehensive analysis of the impulse response computation from the viewpoint of microwave engineering education. A new method of teaching the impulse response computation is presented. The new method should help students to gain a thorough understanding of how to compute the impulse response either in the time domain or from frequency response samples.

A time-domain virtual electromagnetics laboratory for microwave engineering education

Electrical-engineering students look upon electromagnetic-field theory as a difficult, abstract, and highly mathematical subject. The use of computer modeling and simulation is helpful in making the subject matter more accessible to students in electromagnetics and microwaves courses. In this paper, a complimentary two-dimensional time-domain field simulation software tool (MEFiSTo-2D Classic) is used to illustrate fundamental electromagnetic concepts that are traditionally described by mathematical formulas. The user-friendly interactive features and field animation capabilities of this software transform abstract electromagnetic-field theory into realistic images on the screen. Once the fundamental modeling concepts have been comprehended, students can create advanced structures to explore the subject matter further.

Microwave engineering education using web-based instruction

The electronic information transfer revolutionizes the flow of information in a similar manner as the print material did over 400 years ago. The opportunity for mass production of the written knowledge has transformed the classical methods of teachings. Electronic publishing, with its free flow of knowledge, has already reshaped the structure of our libraries, and it is posed to influence not only the physical structure of the classroom but also the style and methods of teaching. Even the technical publications distributed by the Institute of Electrical and Electronics Engineers (IEEE) as journals or symposia digests are gradually moving to the electronic format. It is not too far off mark that, in a short time, the technical papers are going to merely be a movie clip of the actual experiments or numerical models of the reported paper.

Microwave engineering education in Canada

The author points out that microwave engineering education, as part of the Canadian engineering education system, is evolving in response to rapid changes in engineering practice that result from the explosion of knowledge, technological developments, national and international competition, globalization, and pressing infrastructure renewal. The present system of Canadian engineering education is reviewed in general, and microwave engineering, in particular, is described. Issues and challenges are presented, and future developments and recommended actions are discussed. >

Educating microwave engineers in the United States

Three knowledge areas in which a microwave engineer needs to be educated are reviewed, and implementation means discussed. It is shown that microwave engineering education in the US occurs primarily after receipt of the first (bachelor's) engineering degree. The inevitability of specialized academic education within the field of microwave engineering is pointed out. Overall results from a broadly based survey of US electrical engineering departments' microwave engineering programs are presented. They include information on master's and doctorate degrees awarded, faculty, and sources and level of research funding. Additional reference sources which contain information on US microwave engineering are identified. Opportunities for making educational improvements on the graduate level of this multifaceted engineering specialization, which is not centrally regulated, are pointed out and illustrated by a specific example.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Microwave engineering education in Australia

The emergence of Australian science/engineering is presented in its historical and socioeconomic milieu. Engineering education is then considered in tertiary educational institutions where microwave engineering is taught at the undergraduate and postgraduate levels. The Australian educational system provides education of a high standard for technicians, engineers, and scientists. While there was no indigenous microwave industry in Australia, microwave engineering was actively pursued in academia and in several quasi-government organizations/laboratories. In fields related to microwave engineering, Australia excelled in the areas of radioastronomy and microwave landing systems. In the 1980's indigenous microwave engineering firms appeared as a result of a determined effort to augment and strengthen the Australian manufacturing base. The recent emergence of the many centers described here and the appropriate fiscal policies put in place by the present government will aid the above process. In these new thrusts, universities and quasi-government organizations are destined to play a pivotal role.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Harold Everard Monteagle Barlow, 15 November 1899 - 20 April 1989

Harold Barlow’s distinguished career was almost entirely spent at University College London (UCL), an institution that he dearly loved and within which he made a major contribution to the revitalization of electrical engineering education in Britain, especially in the years from 1945 onwards. His longest absence from UCL was from 1939 to 1945, most of which period he spent at the Royal Aircraft Establishment in Famborough working on radar, or radiolocation, as it was known in the U.K. at that time. He was particularly impressed by the tremendous contribution to the war effort of microwave radar and communications systems, and he returned to academic life at UCL with two thoughts uppermost in his mind; the immense potential of the microwave frequency band for peaceful applications, and the need for electrical engineers to have a far deeper understanding of electromagnetic theory than had traditionally been the case, if they were to play a full part in the exciting developments that he so clearly foresaw. He was very successful in turning these ideas into reality, and he soon established for himself and for his Department a leading position in microwave engineering education. However, Harold Barlow believed very strongly in the interplay between teaching and research, and the microwave research school, which he established, not only illuminated and stimulated the thorough teaching of fundamentals to undergraduate engineers, but provided a first class environment for graduate students, who came from all over the world to carry out research under his inspiring and kindly guidance. The present international renown of the Department has its origins in the sound foundations laid down by Harold Barlow over four decades ago.