University of The Basque Country UPV/EHU, Bilbao Faculty of Engineering (SPAIN)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 1748-1755
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.0505
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
The main goal of the Seminars in selected topics in Electromagnetic fields and waves, EMFW, is to deepen the knowledge in the structure of EMFW physics with respect to the basics acquired within the second year Telecommunication engineering course in Physics. It is accomplished by writing the seminar papers with given topic within the framework of research and application of EMFW physics. The aim here is also to give an introduction into way of writing and defending the graduation thesis. Students are grouped according to their common interest to the task. Work groups conduct an independent literature and web-based resources research to write their seminar paper and later the students defend their groups' work to the class. The final grading of a student is based on classroom presentation and defending of his/her seminar paper in front of the seminar instructor and other students on this course. Beside clearly presented seminar paper, student should answer the questions related to his work and demonstrate satisfying level of understanding of matter presented within. A 20 percent of the grade is determined by peer ratings. Students can rate other group members on specific or global items. Students can rate other groups on presentations. Having received an assignment-specific grading rubric, students are able to write toward specific goals. Instead of raising hands to poll students, a written poll assures anonymity and more accurate data. Over the last five academic courses, students have also been polled about seminars they have encountered in the Physics course. In this work we present the results of these student opinion surveys that have been an important tool for students to provide anonymous feedback at the end of each course. A series of 19 questions and the chance to add comments are designed to measure the students’ views on a series of topics about their improvement of some personal skills, the instructor support, the seminars content, and their overall seminars experience. Feedback from students is compiled at the end of each course and reports are created. This activity assists instructors in determining an effective starting point and the appropriate level of next courses seminars.
Seminars, Physics active learning, engineering education.