Electromagnetism in the Electrical Engineering Classroom: Dominant trends in teaching classical electromagnetic field theory and innovation vectors

Abstract

This article has been accepted for inclusion in a future issue of this journal. Content is final as presented, with the exception of pagination. T his article explores some dominant trends in teaching classical electromagnetic (EM) field theory in electrical engineering (EE) undergraduate curricula. The acronym EM will be used interchangeably to designate either electromagnetic or electromagnetism. The intended significance will be evident from the context. The focus of this article is on identifying innovation vectors, to equip students to understand and fittingly apply computational EM (CEM) tools as required when addressing present-day EM engineering challenges. Two aspects in need of critical reexamination are selected: the mathematic interpretation of EM field quantities and the conditions validating the use of bulk material properties. Both elements are inspected from the perspective of their incorporation into computational schemes. Additionally, the conceptual benefits of stressing the encompassing role played by special relativity in classical electrodynamics is highlighted. This survey produces guidelines for programmatically recalibrating expert training within EE curricula, primarily at the undergraduate level.

Application Electrical Engineering Training and Intelligent Technology of Electrical and Electronic Technology under Artificial Intelligence Technology

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