Electrical

Engineering
New Trends and
Thoughts
By

Mohammad Asmat Ullah Khan

The Engineering Process
 Youtube Video
Feedback Control System
Curriculum
Two important Aspects:

 Design Component

 Contemporary Issues
ABET definition of Design
Contemporary Issues
A broad but context-specific definition for
“contemporary issues” defined as

“ongoing or recent developments in the

world relevant to the interests of engineers”.
Contemporary Issues
 Suggestion:

The presence of the case study in the

syllabi for the selected courses, and a
small participation grade allotted to
the study to retain student
attendance on the scheduled days.
Design part
 The ABET Criteria for Accrediting Engineering
Programs specifically requires design in
criterion three and criterion four.
.
 These requirements stem from a fundamental
need for engineers to understand and carry
out the design process and the requirements
are unlikely to change in the foreseeable
future.
 ABET criteria do not allow substitution of
research for design in an engineering
program
Ability to Design
 The ability of an Engineer to design is a
measure that helps us to define whether a
graduate is truly prepared to practice
engineering.

 It is a black or white skill needed by every

engineering graduate.

 A graduate has to go through major design

experience, to apply his theoretical
knowledge with multiple realistic constraints.
Design Video
 Youtube Videos
Design Vs. Research
Low Motivation
 Students at engineering studies often show a low motivation
in their studies
A teacher-centred model of instruction, In this framework, there is
the assumption that the teacher needs to do things ‘‘to’’ and ‘‘for’’ the learner. In
other words, the teacher manipulates the learning situation to obtain the desired
outcomes guided by generalized characteristics of the learners [7]. The teacher-
centred methodology usually leads to rote learning and stifling of critical and
creative thinking .
 The students do not properly feel the relationship of the
technical content of the subject and the real industry
applications . Learners are often told that they will realize
about the usefulness of what is taught “later on”. However, if
the student is not directly involved in a context where the
industrial application is immediate, the learners’ motivation
can be affected.
(AN INTERACTIVE PROJECT-BASED TEACHING METHODOLOGY IN ELECTRICAL
ENGINEERING COURSES M. DURAN, J. AGUADO, S. DE LA TORRE , S. MARTIN 1 Electrical
Engineering Department. School of Engineering. University of Málaga. Spain)
Student Outcomes
Al Ghurair University offers accredited concentrations which follow
the ABET student outcome criteria below:
 an ability to apply knowledge of mathematics, science and
engineering;
 an ability to design and conduct experiments, as well as to
analyze and interpret data;
 an ability to design a system component or process to meet
desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety,
manufacturability, and sustainability;
 an ability to function on multi-disciplinary teams;
 an ability to identify, formulate and solve engineering
problems;
 an understanding of professional and ethical responsibility;
 an ability to communicate effectively;
 a broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental,
and societal context
 a recognition of the need for, and an ability to engage in life-
long learning
 a knowledge of contemporary issues;
 an ability to use the techniques, skills and modern engineering
tools necessary for engineering practice.
Project-based Learning
A project-based approach. In order to
involve the student in real world
applications, some projects are included
in the curriculum. These projects are
samples of the industry applications
where the knowledge of the subject can
be applied.
Electrical Vehicles
 For
example, if a project about electrical
vehicles (EVs) is included in an Electrical
Machine’s course, the project describes
the electrical drive elements, the control
scheme, the type of motor and batteries
and the EVs elements.
Student-centered Learning
 A learner-centred approach. Learner-centred
practices move the focus from the teacher to the
student, paying more attention to the learning
performance rather than the instruction
methodology [6]-[8],[13]. According to this second
approach, learning is viewed as a natural and
constructive process. Furthermore, if the learning is
more meaningful and relevant to the student, the
teaching efficiency is also increased. The
proposed methodology includes the projects
within an interactive methodology that groups the
students, promotes discussions, improves
transverse skills and favours the learner’s active
role. 9 Use of
Visualization in Math
 The present proposal includes simulations
of the projects used during the course
with the aim of improving the
understanding of some concepts, the
visualization of several phenomena and
to provide an attractive environment.
Mathematics and Science Projects.
Deductive Vs. Inductive
 Traditional engineering instruction is deductive, beginning with
theories and progressing to applications of those theories.
Alternative teaching approaches are more inductive. Topics
are introduced by presenting specific observations, case
studies or problems, and theories are taught or the students are
helped to discover them only after the need to know them has
been established. This study reviews several of the most
commonly used inductive teaching methods, including inquiry
learning, problem-based learning, project-based learning,
case-based teaching, discovery learning, and just-in-time
teaching. The paper defines each method, highlights
commonalities and specific differences, and reviews research
on the effectiveness of the methods. While the strength of the
evidence varies from one method to another, inductive
methods are consistently found to be at least equal to, and in
general more effective than, traditional deductive methods for
achieving a broad range of learning outcomes.
Real World Connection
(Capstone Project)
 Engineering and science are traditionally taught
deductively. The instructor introduces a topic by
lecturing on general principles, then uses the principles
to derive mathematical models, shows illustrative
applications of the models, gives students practice in
similar derivations and applications in homework, and
finally tests their ability to do the same sorts of things on
exams. Little or no attention is initially paid to the
question of why any of that is being done—what real
world phenomena can the models explain, what
practical problems can they be used to solve, and why
the students should care about any of it. The only
motivation to learn that students get—if they get any at
all—is suggestions that the material will be important
later in the curriculum or in their careers.
Inductive Teaching
 A well-established concept of educational
psychology is that people are most strongly
motivated to learn things they clearly
perceive a need to know Simply telling students
that they will need certain knowledge and skills some day is
not a particularly effective motivator.
 A preferable alternative is inductive teaching and
learning. Instead of beginning with general principles and
eventually getting to applications, the instruction begins
with specifics—a set of observations or experimental data
to interpret, a case study to analyze, or a complex real-
world problem to solve. As the students attempt to analyze
the data or scenario or solve the problem,
Student-centered
 Inductive teaching and learning is an umbrella term that
encompasses a range of instructional methods, including
inquiry learning, problem-based learning, project-based
learning, case-based teaching, discovery learning, and
just-in-time teaching. These methods have many features in
common, besides the fact that they all qualify as inductive.
They are all learner centered (aka student-centered),
meaning that they impose more responsibility on students
for their own learning than the traditional lecture-based
deductive approach does. They are all supported by
research findings that students learn by fitting new
information into existing cognitive structures and are
unlikely to learn if the information has few apparent
connections to what they already know and believe.
Introduction to Electrical
Engineering
 A similar energy can be found in Introduction to Engineering Science (ENES
101), co-taught by CSEE professor of the practice Dr. Chuck LaBerge and
Mechanical Engineering professor of the practice Dr. Anne Spence.
 Dubbed the “cornerstone” course because it teaches the basics of
engineering to all engineering students (Computer, Mechanical,
Biochemical), the course puts students from these different disciplines
together to leverage their skills on group projects.

 For the past two years, the semester has ended with the AROW competition
(Academy Robotics on the Water). Teams design a robotic boat (pictured
left) that emulates tasks of the U.S. Coast Guard: tending a light house,
placing navigation buoys, cleaning and recycling and oil spill – represented
by ping-pong balls – and rescuing Lego fishermen who have fallen
overboard. The teams are then judged on the basis of the cost-effectiveness
of the various team designs. The winner is chosen based on efficiency and
cost-effectiveness.
Hands-on Design Experience
 Replacing lectures with hands-on design experience
is a growing trend in Computer Engineering courses
at UMBC. Take Programmable Logic Devices (CMPE
415), which teaches students how to program FPGA
boards. Two years ago, Dr. Ryan Robucci revamped
the course so students could get their hands on FPGA
boards from day one.
 “We gave them something they can touch,” explains
Robucci, who also introduced a “games” theme to
the class. Instead of programming the boards to
carry out abstract tasks, students connect the boards
to monitors and make them play simple video games
like the 70’s Atari classic, Pong.
C Language Programming
 The Arduino Platform and C
Programming
 About this course: The Arduino is an open-source computer
hardware/software platform for building digital devices and
interactive objects that can sense and control the physical world
around them. In this class you will learn how the Arduino platform
works in terms of the physical board and libraries and the IDE
(integrated development environment). You will also learn about
shields, which are smaller boards that plug into the main Arduino
board to perform other functions such as sensing light, heat, GPS
tracking, or providing a user interface display. The course will also
cover programming the Arduino using C code and accessing the
pins on the board via the software to control external devices.
Capstone Project
 Welcome to the "Real World"
 CSEE courses that simulate what it’s like to work in the
industry arm students with skills to help them thrive in the
“real world.”
 Take Chuck LaBerge’s Computer Engineering capstone
course (CMPE 450/451), where Computer Engineering
seniors are asked to apply what they have learned
since freshman year.

 “Dr. LaBerge ran the capstone class as though it was an

engineering consulting firm in which he was the
manager of several teams of engineers,” explains Jason
Dunthorn (ME ’12), who was part of a team of
mechanical engineering students who developed an
ultrasonic transceiver to help the blind gauge nearby
obstacles (pictured left).
How to be a successful
Electrical Engineering
Graduate
 Question asked at Quora Form.
Critical Thinking

 Engineers are problem solvers. As an

electrical engineer, you are often
required to think logically at all times. You
are required to analyse strengths and
weaknesses and offer alternative
solutions, approaches and conclusions to
problems. Critical thinking helps to ensure
everything runs smoothly and
systematically.
 Technological knowledge
 Your life as an electrical engineer requires you to
be constantly up to date with the latest
technologies in your field of study and work. You
must have the ability to adapt and generate
equipment and technology that will serve the
user’s needs.
 Circuit design, instrumentation and measurement,
Electrica Machines and Dr
 Ives, MicroController and Programming, control
system (SCADA & PLC), MATLAB,
CommunicationSystem, Digital Signal Processing,
Power Transmission and Distribution
Interpersonal Skills

 Havingknowledge in electrical
engineering is one thing and its
application another. To be valid at your
place of work, you are required to know
how to relate to other people. It is
important to know how to work in a team
and how to relate to clients to help solve
problems.
Organizational Skills

 As an electrical engineer, you will often

find yourself in situations that require you
to prioritize, manage time and plan
activities. If you have poor organizational
skills, you may find yourself under
pressure at all times. To avoid this, you
have to build a culture of having a knack
for organization.
Mathematics and Physics

 The practical application of engineering

knowledge requires one to be good with
figures. Mathematics and physics
problems do not end in class. You have to
use these skills consistently and keep
advancing them.
Speaking/Communication

 Inthis field, you can never work alone.

You will always be in constant
communication with other engineers and
technicians. This requires you to know
how to communicate to explain designs
and to reason clearly. You may also be
required to explain complex issues to
customers.
Resources
 Project-based learning uses active learning
techniques and gives students direct
exposure to hardware and software.

 By extending the approach to incorporate

industry-standard software such as MATLAB
and Simulink, instructors not only keep
students motivated but also prepare them for
a range of careers
Cookbook Approach
 In recent years, the focus of curriculum development has been on
the introduction of team based design projects throughout the
curriculum, not just in the final year. When a program is subject to
an accreditation review, it is these design projects that are put
forward as the primary evidence of the “engineering design” (ED)
units in a program. In parallel to this development, one can
observe a decline in the stature of traditional laboratories as a
mechanism to deliver instruction in hands-on engineering and in
particular the design process.

 A review of current laboratories reveals that many have fallen into

the “cookbook” style that rarely challenges the creative or
problem solving capabilities of a student, and they are often
performed in large groups, significantly diminishing any
educational value that the exercises were intended to have.
Instructional Labs
 Practicing engineers go to the development
laboratory for two reasons: 1) to obtain experimental
data to guide them in the design and development
of a product and 2) to determine if a design
performs as intended. While a development
laboratory is intended to provide immediate answers
to questions, a research laboratory is used to seek
broader knowledge that can be generalized, often
without a specific use in mind.
 Finally, when undergraduate students go to an
instructional laboratory, they do so to learn
something that practicing engineers are assumed to
already know. That “something” needs to be well
defined through the careful design of learning
objectives if the considerable resources devoted to
instructional laboratories is to be justified.
Remedy
Student Engagement

 One of the more challenging courses to teach in

an engineering discipline is computer
programming. Focusing only on algorithms and
programming blocks leaves little time to build a
connection to daily engineering problems. On the
other hand, teaching based on problem solving
does not allow for a deeper comprehension of
algorithm development. “Finding the right
balance between these approaches was the issue
that we had faced in the Cal Poly Pomona
Aerospace Engineering Department for teaching
MATLAB,” Dr. Nakhjiri explains. “I decided to try a
different approach.”
Student Engagement
 A traditional textbook cannot adequately engage
the students in the process of learning. “No
textbook could provide the level of student
interaction I was hoping for, until I found
the MATLAB zyBook,” he notes. The zyBook
platform not only encourages the student to
become an active learner; it also challenges the
traditional learning environment with a focus on
hands-on experience. “Cal Poly Pomona
Aerospace Engineering is famous for its learn-by-
doing approach. Why not use an innovative
platform such as zyBooks to implement the same
approach to teaching MATLAB programming?” he
suggests.
 Dr. Nakhjiri used zyBooks’ platform for a relatively large group of
students in a flipped classroom style. Students completed readings
and embedded activities in the MATLAB zyBook each week, and
lecture time was dedicated to applying that knowledge to simple
engineering problems. “A flipped classroom provided the
opportunity to discuss engineering problems with my students
knowing that they have already learned the material needed for
that week,” reports Dr. Nakhjiri. The interactive segments in the
zyBook promoted active learning, and the instructor dashboard
allowed Dr. Nakhjiri to easily track student progress and identify
common challenges to discuss in class. Using these tools, he could
determine which students struggled with a certain topic and
provide them with appropriate resources. This approach would be
much more difficult with a traditional textbook.
Innovative Calculus Teaching
 https://www.youtube.com/watch?v=7fzP
cCsfXO0
Gibert Strang
 https://www.youtube.com/watch?v=T_I-
CUOc_bk
TedX Speech
 Five
principles of Extraordinary Math
Teaching
 What Top students do?
How to measure Student
learning
 Through posting on discussion board.
RIT Electrical Engineering
 The major will prepare you for an exciting career within the
varied electrical engineering disciplines and for positions in
business management. As a graduate you will also have
the foundation to pursue advanced study at the most
prestigious graduate schools. Since the ability to design is
an essential part of electrical engineering, you are
presented with challenging design problems in a number of
courses, beginning with Freshman Practicum (EEEE-105) in
the first year.
 Energy has received a worldwide attention in recent years
because of the diminishing natural resources, emergence
of novel technologies such as smart grid as well as
engineering innovations in photovoltaic cells, wind turbines
and other renewable energy sources.
 MATLAB is a high-performance language
for technical computing. If you are an
engineer, believe me it’s a great tool for
you. Start learning it as soon as possible.
 The best way to learn MATLAB is to find a
project and start working on it.
 MATLAB Cody - MATLAB Central
 Always remember StackOverflow is your best
friend.

 MIT Open Courseware : Introduction to

MATLAB — This is an excellent short course on
MATLAB fundamentals with lots of exercise
problems.
 Coursera : Introduction to Programming with
MATLAB | Coursera — This course is offered
by Vanderbilt University. You can audit it for
free or apply for financial aid.
Calculus (O My God!)

 http://web.mit.edu/~jfrench/www/index.
html

 http://www.math.cornell.edu/~projcalc/
 https://samjshah.com/2008/05/13/calculu
s-projects/
 How Things Work: An Introduction to
Physics

https://www.coursera.org/learn/how-things-
work
 Introduction to Chemistry: Reactions and
Ratios

 https://www.coursera.org/learn/intro-
chemistry#ratings
Chemistry
 Week 1
 We will learn about the components
inside the atom and look especially at the
electrons. The electron structure
determines the properties of the
elements. So, by the end of this series of
lessons, you will know for each elements
where the electrons are located in the
atom.
Chemistry
 Week 2
 Once we understand the electronic
structure, we will be able determine how
the periodic table can be used to
compare the elements according to
atomic size and various energies. We will
conclude by seeing how these trends can
be used to predict chemical properties of
the elements.