Teaching electronics to first-year non-electrical engineering students

Naim Dahnoun*

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

4 Citations (Scopus)
339 Downloads (Pure)

Abstract

Teaching electronics is not only for electrical and electronics students but also for mechanical, aerospace, engineering design, civil and engineering mathematics programmes, which are likely to have electronics units as part of their curriculum. To teach electronics for these non-electronic programmes is very challenging in many aspects. First, the electronics unit has to satisfy the learning outcomes for each programme. Second, the student's motivation is normally very low since electronics is not the career the students would like to pursue. Third, the timetabling can be an issue when a large number of students are enrolled; for instance, at the University of Bristol, over 340 students are registered for the electronics unit. Due to this large number and the capacity of the electrical laboratory, students will have laboratory experiments timetabled in different weeks and some may have laboratory experiments before the lectures are covered. Finally, a method of assessing this large number of students has to be put into place. In this paper, the content of the unit including the laboratory experiments, the methods of course delivery and the assessment methods are justified. Also, since students learn differently and have a variety of motivations, a combination of teaching methods has to be found to satisfy more students and improve the learning outcomes.

Original languageEnglish
Pages (from-to)178-186
Number of pages9
JournalInternational Journal of Electrical Enginering Education
Volume54
Issue number2
Early online date7 Feb 2017
DOIs
Publication statusPublished - 1 Apr 2017

Keywords

  • learning objectives
  • motivating students
  • Teaching electronics

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