Transforming Classroom Knowledge Into Expertise: Leveraging Short Courses and Project-Based Learning in Microwave Engineering

Abstract

The rapid advancement of artificial intelligence (AI) has contributed to a declining interest in hardware studies among students. To counteract this, a seven-week short-term course (EIE4119) was designed to stimulate student interest in microwave technology. And then incorporates work-integrated education (WIE) and a final year project (FYP) to enhance students’ practical knowledge of microwave applications. This research investigates the impact of the short microwave course on enhancing students’ interest in microwave technology and examines the effectiveness of WIE and FYP. A course evaluation questionnaire and an examination were administered to evaluate the course’s effectiveness. Additionally, follow-up interviews were conducted with three randomly selected students: two with average marks and one with the highest marks, to gain deeper insights. One student with average marks did not attend the microwave-related FYP experiment but was included for a nuanced comparison. The course received positive feedback through the evaluation questionnaire, and exam results indicated that the course content was appropriately challenging. Students who completed the FYP related to microwave technology demonstrated better retention of course material compared to those who did not. Moreover, WIE significantly deepened students’ understanding of microwave concepts and enhanced their problem-solving skills. The multi-stage approach of integrating a short-term microwave course, WIE, and FYP proved beneficial for enhancing student understanding and interest in microwave technology. This practice equipped students with practical industry skills, enabling them to solve real-world problems effectively. However, students suggested that the course could be improved by including more radio frequency content.