Films in Electrical Engineering Education

Engineering educators have had to rely increasingly on theoretical models that represent broad abstract relationships or laws which preserve their validity despite technological change. Carefully produced films afford the opportunity to relate the abstract with the real world and to assist the instructor in presenting material to his students that he could, only with great difficulty, produce himself. Under a grant awarded by the National Science Foundation, the National Committee for Electrical Engineering Films (NCEEF) has completed or has in production films on a) fields, forces, and matter, b) traveling waves on transmission lines, c) harmonic phasors, d) linearity, and e) antenna and radiation patterns. Additionally, films on electrical instruments, computers, modulation transients, and stroboscopic techniques are in the planning stages. The Committee has also sponsored a compilation with reviews of existing films. Because of the difficulty of visualizing electric and magnetic fields, and circuit quantities such as voltage, current, charge, etc., the NCEEF has sponsored a conference and produced a film on computer animation of motion pictures, which will consist essentially of excerpts from existing films of both industrial and educational organizations. As a result of the work of the Committee, there now exists a coordinated national effort designed by electrical engineering educators to produce films which will serve as useful adjuncts to electrical engineering education.     

Electrical Engineering Education in 1975

Out of the needs of man brought about by automation, the population explosion, the expansion of human expectations, continued peace in the world, and scientific discovery are derived the influences on engineering practice and electrical engineering education for the next decade. Scientific discovery and the provision of quantitative models for environmental systems will have a profound effect on the profession. In engineering education, research in pedagogy, especially in terms of the expanded use of audio-visual methods and computer-aided instruction, will alter the teaching of engineering as it is known today.     

Electrical Engineering Education in India

This paper traces the history of development of technical education in India, with particular reference to electrical engineering. The structure of the present education system is outlined and an account is given of the facilities available for the education of craftsmen, technicians and technologists. Main features of the various educational programs and the requirements for the award of degrees in engineering are explained. The paper also focuses attention on some of the current problems in technical education in India.     

Electrical Engineering Education in Hungary

The Hungarian People's Republic is an East European country whose conditions and educational systems are not well known to Western countries. This article presents an overview of Hungary's general background and her technical education system. The organization of the Budapest Technical University ("Hungary's greatest university") and the curricula of its Faculty of Electrical Engineering are discussed in detail. The growth and accomplishments of Electrical Engineering education, formally began only in 1949, have been impressive.     

Electrical Engineering Education in Israel

The Israeli engineering educational system, though essentially based on European and American traditions, is influenced by the country's geographical, ethnic, political, and economic conditions. Besides the well-established Technion, the newer Tel-Aviv University and Ben-Gurion University are also offering degree programs in electrical engineering. The article discusses both academic and non-academic programs, including continuing education for engineers, and describes some characteristics of the Israeli EE student and the professional environment of faculty.     

The Role of Engineering Educators in Science Education

This paper explores the ways in which the engineering educators may contribute in upgrading the high school science education of this country. The engineering educators should cooperate with their colleagues in the school of education in revising the present pre-and in-service teacher training programs as well as participate in the revision of the existing science texts. Most of the science texts are geared toward abstract mathematical concepts but lack examples on the practical applications of these principles. The science teachers often find their background and training deficient in explaining to the students as to how one can use the fundamental principles in a real world situation.     

The Role of Communication in Continuing Engineering Education

The application of communication devices based on technology to undergraduate engineering education is accelerating. A question may be raised to what extent such devices are being used and can be used in continuing engineering education. A federal interagency committee is looking at this question. Herein is a synopsis of data developed through the activity of the committee. This paper is a challenge to educators, employers, officials of engineering and scientific societies, and government, in their combined efforts to improve the availability and quality of continuing engineering education.     

The Changing Role of the Laboratory in the Electrical Engineering Curriculum

Over the past years, the electrical engineering laboratory has developed from an apprenticeship into a stereotyped demonstration program. In general, this program has been held in low esteem by both faculty and students. An attempt is made here to present the beginnings of a program which will lead to a solution of the laboratory dilemma. A brief historical review of the development of the laboratory in electrical engineering curriculums is given, and the Projects Laboratory and the Undergraduate Research Participation Program that have evolved at the University of Oklahoma are described. Two examples of typical student work performed in these advance programs are presented. At the present time, these programs are restricted to upper-division students. These are usually seniors, though outstanding juniors may participate. As the program continues to grow, and faculty experience is gained, it is expected that the laboratory philosophy described here will make itself felt downward through the cirriculum.     

Electrical Engineering Education in an Industrial Laboratory

This paper describes a unique electrical engineering laboratory course. This laboratory is an example of industry-university cooperation in engineering education. The organization and operation of the course is outlined and explained. The educational benefits derived from such cooperation between industry and the university are briefly detailed. These benefits are extended to the students, the university, the faculty, and the participating industry. This paper provides the framework and challenge to industry from which other laboratory experiences can be conceived and developed.     

The Electrical Engineering Curriculum and the Education of International Students

There is a growing recognition that less developed countries (LDCs) should be more discriminating in their choices of technologies to meet their needs. To exercise these choices, the LDC engineers are challenged to be innovative in adapting existing modern technologies to their own circumstances. To be able to meet this challenge, their professional training should account for the fact that when technology is transferred between cultures, non-technical considerations play a crucial role in determining whether or not the transfer successfully meets its goals. It is alleged in this position paper that the educational program of our international graduate students in engineering should prepare them for this challenging task. Needed changes are suggested, and existing opportunities at Iowa State University are discussed.     

Minicomputer Aided Education of Electrical Engineering Students

For problem solving in engineering education a human-computer loop is required. By emphasizing two aspects, namely, interactive usage of the computer and optimization of the total man-machine time (rather than the machine operating time only), the total time required for obtaining a mathematical model and a solution is minimized. This allows a high degree of programming ability to be achieved by students in a short time.     

Electrical Power Engineering Education in an Australian College of Advanced Education

Approximately 50 Colleges of Advanced Education have been established in Australia since 1966, of which about 20 have engineering schools. The colleges were created as a direct result of a Federal Government committee's investigation into higher education. The committee recommended the development of more industrially oriented educational institutions as alternatives to the existing research oriented universities. This paper details some of the more important steps leading to the creation of the colleges. It describes how the aims for more industry integrated education are being achieved in the undergraduate electrical power engineering courses at The Capricomia Institute of Advanced Education, one of the smallest and most isolated of the new colleges.     

Microprocessor Education in Industrial and Systems Engineering

The microprocessor represents one of the most important technological advances of the past decade. The engineer who understands the microprocessor and knows how to use it in industrial applications will be a leader in his firm. Many industries are installing microprocessors for automating plant production functions such as assembly, production control, inventory accounting, and quality control. Since most industrial and systems engineers will be working in environments where such systems are designed, sold, or installed, it is extremely important that they have a working knowledge of microprocessor oriented systems. The purpose of this paper is to describe the development of an introductory course on applications of microprocessors offered by the Industrial and Systems Engineering Department at the University of Florida. Substantial effort was required to develop teaching materials and laboratory equipment to support the course. The authors hope that the information presented in this paper will aid other faculty and schools in developing their own courses in this area.     

Role of the Generalized Methods of Mechanics in Electrical Engineering

A sound foundation in generalized mechanics is an important element in broadly based electrical engineering curricula. It is suggested that neglect of this basic subject is frequently evidenced by incorrect or ineffective use of the methods of generalized mechanics in the solution of electrical engineering problems. Application of the principle of virtual work to the problem of the equilibrium forces for a system of electrically charged conductors, and of Lagrange's equations to the problem of the forces for a system of current-carrying conductors, are discussed as relevant examples. Reference is made to the far more general problems which can be effectively treated by dynamical methods, including electromechanical energy converters, generalized networks, and electrical and mechanical vibrations. The close relationship of state-variable methods to Hamilton's canonical equations is noted. Finally, the modem trend toward genealization of knowledge, the increasing stress on systems concepts, and the broadening interests of electrical engineers, all point to the desirability of including a significant treatment of variational mechanics in electrical engineering curricula.     

Electrical Engineering Education in the People's Republic of China

In this paper the field of electrical engineering education in the People's Republic of China (PRC) will be discussed in three parts: 1) the evolution of technical universities from 1949 to the present; 2) the organization, instructional method, and research; and 3) examples of areas of specialization and curriculum.