I currently do not teach any Duke University courses. However, in the future, I plan on teaching either an Electromagnetic Waves Theory or Antenna Theory and Design course. Each of these courses will begin with an introductory / review lecture on Maxwell’s Equations.
The Electromagnetic Waves Theory course would then go on to explore:
The Antenna Theory and Design course would then go on to explore:
Upon concluding each of these courses, the students should have a broad knowledge of electromagnetic theory and antenna design, and should be well-versed in the fundamentals of the field of electromagnetic waves.
In the courses that I plan on teaching, I will incorporate the tiers of learning discussed in Bloom’s Taxonomy. These tiers, from highest amount of passive engagement (bottom) to highest amount of active engagement (top) are shown in the figure below:
Adapted from http://en.wikipedia.org/wiki/Bloom's_Taxonomy
Each of these tiers is important to the student learning electromagnetic theory, but for a true mastery of this field, efforts must be made to engage the student increasingly in the upper tiers in the above figure – the tiers that involve the most active engagement of learning.
I will cover the lower tiers of Bloom’s Taxonomy, ‘Remember’ and ‘Understand’, through detailed lectures on the subject material and through assigned readings in the chosen textbook. Students will begin to remember and understand the material through taking and reviewing notes and handouts on electromagnetic theory and by discussing questions with me in and out of class. The 3rd tier, ‘Apply’, will be covered through weekly homework assignments that will offer the students a chance to apply the knowledge and practice the theory that they’ve been learning in lectures and readings. The upper tier, involving ‘Analyze’, ‘Evaluate’, and ‘Create’ will be employed as early as possible in the course and will increase in importance as the course progresses. Students will gain a much deeper understanding of electromagnetic theory and antenna design as they become actively engaged in the theory and design aspects. This active engagement will include:
By applying each of these tiers of Bloom’s Taxonomy and putting a strong emphasis on the upper tiers, I am confident that my students will leave my courses with a comprehensive, practical understanding of electromagnetic theory and antenna design.
I believe that my role as an instructor is to convey to my students the knowledge of the subject at hand and at the same time spark a strong interest and a deep understanding of this subject in them as well. Applying the theory covered in lectures to modern-day scenarios and serving as a guide to real-world applications of electromagnetic theory is very important.
My relationship to my students will be as a lecturer, a mentor, and a guide. I must maintain a strong respect level with my students to strengthen their overall interest and confidence in the subject at hand, but at the same time, I must project myself in such a way as to encourage students to ask me questions and feel comfortable to seek out my help in and out of class. I must also guide the students towards a thorough, modern understanding of electromagnetic theory through means other than lecturing, such as through in-class demonstrations / workshops and homework assignments / design projects.
In order to implement the teaching strategies that I detail above, I will employ a wide variety of technological resources. These include:
With the above strategies laid out, I look forward to the day when I may apply these ideas in a real electromagnetic waves or antenna theory/design course. I enjoy the idea of teaching because it will give me the opportunity to share what I’ve learned about antennas and electromagnetic theory along my educational journey with those of the younger or less experienced crowd. It also will allow me to show other people just how interesting the field that I specialize in really is. If you have any questions regarding my teaching statement, please feel free to email me at sdk4@duke.edu.
