Active learning, labs and maker-spaces in microwave circuit design courses

Pejčinović, Branimir

doi:10.23919/mipro.2017.7973380

Cited by 4 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…By fostering creativity and an awareness of the importance of trial and error, programs that incorporate makerspace education have shown a significant increase in student participation [9,14]. Courses taught in higher-education makerspaces meet long-standing design education goals [15,16].…”

Section: What Is a Makerspace?mentioning

confidence: 99%

Makerspaces in First-Year Engineering Education

2019

View full text Add to dashboard Cite

Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the “Applied Science for Engineering” two-year diploma program as well as the “Engineering Transfer” two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: “APSC 1010—Engineering and Technology in Society”, “CPSC 1090—Engineering Graphics”, and “CPSC 1490—Applications of Microcontrollers”, with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer curriculum. Although the goals, scopes, objectives, and evaluation criteria of these courses are different, the main component of all three courses is a group-based technical project. Engineering students have access to Langara College’s Makerspace for the hands-on component of their project. Makerspaces expand experiential learning opportunities and allows students to gain a skillset outside the traditional classroom. This paper begins with a detailed review of the maker movement and the impact of makerspace in higher education. Different forms of makerspace and the benefits of incorporating them on first-year students’ creativity, sense of community, self-confidence, and entrepreneurial skills are discussed. This paper introduces Langara’s engineering program and its project-based design courses. Langara’s interdisciplinary makerspace, its goals and objectives, equipment, and some sample projects are introduced in this paper in detail. We then explain how the group-project component of APSC 1010, CPSC 1090, and CPSC 1490 are managed and how using makerspace improves students’ performance in such projects. In conclusion, the paper describes the evaluation of learning outcomes via an anonymous student survey.

show abstract

Section: What Is a Makerspace?mentioning

confidence: 99%

Makerspaces in First-Year Engineering Education

2019

View full text Add to dashboard Cite

show abstract

“…This approach was wellreceived by their students, most of whom chose to pursue graduate school or a career in the power/energy related area. An application of active learning in microwave circuit design courses was presented by Pejcinovic 8 , wherein lecture and laboratory sessions were merged in order to enable students to design, build and test active and passive circuits, and receive immediate formative feedback from instructors. These initiatives cater to undergraduate students in their junior or senior years, and propose hands-on activities that are restricted to the laboratory.…”

Section: Implementation In the Ee Curriculummentioning

confidence: 99%

Curricular Enhancement to Support Activity-based Learning in Introductory Circuit Analysis Courses

Abraham¹,

Korivi²

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

, cyber security, optimization using Game Theory and engineering education research. Her current research includes optimization in power systems, cyber security analysis in smart grids, software defined radios and cognitive radio networks. She is a member of the IEEE and ASEE, a technical program committee member for IEEE Globecom, ICC, ICCCN and VTC conferences, and a reviewer for several international journals and conferences. Dr. Naga Korivi, Tuskegee UniversityNaga Korivi is an Assistant Professor of Electrical Engineering at Tuskegee University. His interests are in engineering education, and research in areas including silicon photonics and micro-and nano-technology for applications in sensing, life sciences, and energy.c American Society for Engineering Education, 2015Page 26.430.1 Curricular Enhancement to Support Activity-Based Learning in Introductory Circuit Analysis Courses AbstractTraditional Circuit Analysis courses introduce undergraduate Electrical Engineering students to fundamental concepts of electric circuits and networks, while providing them hands-on experience in accompanying laboratory sessions. A drawback of this conventional approach is that it restricts student creativity and circuit-building and troubleshooting skills to the confines of a laboratory. This paper proposes the use of Analog Discovery Boards (ADB) in conjunction with regular classroom learning sessions and collaborative group sessions in order to create a stepping stone towards introducing active and design-based learning in introductory circuit analysis courses. This paper presents information on the implementation of ADB activities, and observations on formative and summative assessments.

show abstract

Teaching professional skills in microwave circuit design classes

Pejčinović

2018

2018 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO)

View full text Add to dashboard Cite

Active learning, labs and maker-spaces in microwave circuit design courses

Cited by 4 publications

References 14 publications

Makerspaces in First-Year Engineering Education

Makerspaces in First-Year Engineering Education

Curricular Enhancement to Support Activity-based Learning in Introductory Circuit Analysis Courses

Teaching professional skills in microwave circuit design classes

Contact Info

Product

Resources

About