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 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.     

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.     

The Role of Systems Engineering in Electrical Engineering Education

Systems Engineering, including its subspecialties, has much to offer and is a needed component in electrical engineering education. Inclusion of efforts in systems engineering philosophy and methodology within the electrical engineering curriculum can do much towards the enhancement of student achievement of technical and management proficiency and, perhaps more importantly, towards achievement of appreciation of the vital role of the human element in resolution of large scale problems through technology. A framework for an introductory systems engineering course is described.     

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.     

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.     

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.     

Electrical Engineering Education in the U.S.

Electrical engineering education in the U.S. is described for comparison with other educational systems discussed in this issue on international education. Some of the changes that have taken place since World War II are given, including enrollments, popularity of fields in terms of student choice and employment opportunities, reduction in the structure of the curriculum, and differing views on the time required to reach the first engineering degree. Finally, some guidelines are offered for the future development of education for electrical engineering in the U. S.     

Microprocessors (?P's) in Electrical Engineering Education Survey

This paper presents the results of a survey conducted to ascertain the status of microprocessor (?P) education at those schools represented by the March 1980 IEEE electrical engineering department mailing list, a total of 250 institutions. There was a 50 percent mailing return. The response indicates nearly every student has access to some form of ?P education. The average school offers 54.4 50-minute lectures and 17.4 3-hour laboratory sessions. A substantial increase is expected in the future. Courses and requirements have been modified or eliminated to accommodate the , ?P, but, in general, not to the end of reducing budget. Developed programs have most often meant more budget, faculty, and space. Essentially, all electrical engineering departments teach their own , ?P courses. Computer science (40 percent of electrical engineering) and a number of other disciplines also have a parallel effort (less than 10 percent of electrical engineering). It is suggested that the electrical engineering department is a natural platform for offering service courses to other disciplines. The ?P has been accepted readily and rapidly. A school without such an offering is rather out of step. Some schools seem to have gone overboard. The challenge remains that of finding the golden mean.     

电气工程本科教育PBL模式探索与实践

针对当前我国工程教育面临发展机遇与挑战并存的现状,提出能够有效提高工科学生动手能力和社会竞争力的基于问题的学习(PBL)培养模式.文章介绍了工程教育领域中PBL培养模式的概念;研究了PBL培养模式在电气工程本科教育中的可行性;探索在电气工程教育领域运用PBL培养模式的总体设想和要求;设计了PBL培养模式在电气工程教育中可操作的具体实践方案,包括组织形式、考核方法以及引入企业技术人员参与机制等;最后总结了PBL培养模式实践的成效.     

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.