Microwave Engineering Course for Engineering Education Accreditation: Exploration and Practice in SUSTech

Author(s):  
Yijun Liu ◽  
Qingsha S. Cheng
1990 ◽  
Vol 36 ◽  
pp. 17-42

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.


Author(s):  
Man Seng Sim ◽  
Kok Yeow You ◽  
Fahmiruddin Esa

The transformation of physical laboratory to virtual laboratory is necessary for distance learning, especially during the pandemic. The educators face challenges when designing and developing virtual laboratories. Therefore, this chapter aimed to present the implementation of virtual laboratories in microwave engineering education, which can be a reference for the educators. The first section introduces microwave, microwave engineering course, and laboratory experiments in the course. The following section reviews and presents the technological tools for the design and development of virtual laboratories. Furthermore, three examples of virtual experiments are discussed based on their design, pedagogical approach, virtual tools, and laboratory manual. The last part discusses the benefits, challenges, and future direction of virtual laboratories in microwave engineering education.


2019 ◽  
Vol 9 (4) ◽  
pp. 86
Author(s):  
A. Y. Al-Zoubi

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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