Spring 2024 Cohort - Tech4 Teaching & Learning Mini-Grant: Culminating Portfolio

Course Number: EEE 161 Applied Electromagnetics

Course Description

Applied Electromagnetics is a required upper-division course for electrical engineering majors at Sacramento State. It incorporates both lecture and laboratory components, delivered in a hybrid modality. Enrollment is typically capped at 12 students per lab section. This course reinforces fundamental electromagnetic theory and applies it in transmission line analysis, antenna design, and impedance matching, incorporating computer-aided tools such as ADS and HFSS. It bridges the gap between mathematical foundations and real-world engineering applications.

Reflection on Tech4 Teaching & Learning Mini-Grant Deliverables:

Self Review of Course - Using QM Rubric

After completing the QM Self-Review using the 7th Edition Higher Education Rubric, the course received 80 points. Most essential standards were met; however, several required improvements:

Not Met: Standards 2.2, 2.4, 4.1, 4.2, 6.1, 3.3
Areas for improvement included making module-level objectives more measurable and aligned with assessments, enhancing rubrics for labs, clearly connecting objectives to assessments, and improving accessibility and metadata.

Analyzed the DFW Rates and Developed a Plan

Over the past 20 years, EEE 161 has maintained an average DFW (Drop/Fail/Withdraw) rate of approximately 9%, which, while not among the highest in the department, signals an ongoing challenge due to the course's complexity and its role as a bottleneck for many students.

A deeper look into equity gaps shows the following trends:

Pell-eligible students show a gap of 0.18 compared to non-Pell students.
No significant gap is observed for first-generation students or by gender.
The URM (Underrepresented Minority) gap is notable at 0.36, with Black and Latino students having lower average GPAs in the course compared to White and Asian students.

Additional observations include:

Spring 2019 had an unusually high DFW rate.
Small subgroup sizes (e.g., 2 out of 4 students failing) can exaggerate the perceived DFW rate.
Students with lower GPAs and fewer prerequisites tend to struggle more.

Contributing Factors Identified:

Shift away from traditional exams during COVID-19 likely reduced DFW rates.
The abstract nature of electromagnetics presents challenges for engagement and conceptual understanding.

Interventions Implemented:

Redesigned assessments to focus on mastery learning and allowed revision opportunities.
Introduced scaffolded lab assignments before the final antenna design project.
Formative feedback in Canvas and Gradescope now includes personalized, targeted comments.
Added group quizzes and dropped the lowest quiz scores to reduce grade volatility.
Initiated weekly announcements and support reminders.

Future Actions:

Implement regular automated check-ins to encourage assignment submissions.
Fully incorporate project-based learning throughout the lab.
Use pre- and post-semester CLASEE survey data and SET evaluations to track the effectiveness of interventions.
Collaborate with lab instructors to create rubrics for Labs 1–6 and improve alignment with learning outcomes.

Created a Course Map to Demonstrate Alignment

Course Map -161.docx

The course map clarified for me how course objectives, module learning outcomes (MLOs), assessments, and instructional materials align. The map ensured transparency throughout the course by explicitly linking each learning objective to assessments and learning activities. This alignment allowed students and instructors to see the purpose behind each assignment and how it supports the broader learning goals. One specific example is the redesign of Module 2, where students apply transmission-line theory. The course map helped me scaffold learning by aligning MLOs such as deriving the wave equation and calculating input impedance with simulations in ADS and targeted Canvas quizzes. This alignment will improve student comprehension and aligned theory and lab work

Professional Development Selected to Strengthen Skills and Knowledge

I completed the Quality Matters AIOFC certification, which is a Facilitator certification for the Improving Your Online Course (IYOC). The certificate covered the structure and objectives of the IYOC workshop, strategies for explaining QM standards, using alignment worksheets, and supporting faculty in developing actionable course improvement plans. It also addressed facilitation logistics, online delivery models, and best practices for mentoring instructors in asynchronous environments. The training concluded with a final written assessment to demonstrate readiness to lead IYOC workshops.

Course Redesign Process and Experience

Redesigning EEE 161 through the Quality Matters rubrics significantly improved the design and accessibility of the course. Following my QM Self Review, I identified areas needing improvement, such as inconsistent formatting, unclear assignment structure, and limited accessibility features. I began by updating each module’s Canvas page to separate required and optional assignments, which improved navigation and reduced student confusion. I standardized all fonts and styles to distinguish headings from body text clearly. One of the most involved and impactful parts of the redesign was improving the course's accessibility score in Canvas Ally by working closely with IRT Cryssel Vera to add descriptive alt-text to all PowerPoint slides and ensure proper labeling throughout the course. I also collaborated with a student assistant to edit video captions for accuracy and clarity. A major structural accomplishment was developing a full Course Map that aligned module-level outcomes, assessments, and materials with the broader course objectives. This map became a central tool for instructional planning and QM alignment, bringing cohesion and transparency to the course design.

Evidence of Online Course Re-Design

EEE 161 Applied Electromagnetics Re-Design
Change 1 - New Module Page structure	Change 2 - Accessibility
Figure 1 shows "Week 1 Work" with separated tabs for required and optional assignments, and using fonts for headings and paragraph font. Figure 1. After Redesign Week 1 Work page Figure 2 shows Week 1 before the redesign with longer page where students have to scroll down to reach the Optional Assignments. Figure 2. Before Redesign "Week 1 Work" page	[Start typing here] My Ally score was 85% in the fall, a major improvement from 45% before redesign. The course is currently at 91%. Figure 3. After the Redesign, Ally score

Changes in Course Syllabus and Schedules:

Syllabus Link for EEE 161

EEE 161 Schedule.xlsx

**Faculty Biography**
Milica Markovic	About me:
.	I am a Professor and the Chair of the Department of Electrical and Electronic Engineering at California State University, Sacramento. My teaching and research focus on electromagnetics, microwave engineering, nano-magnetics, and the integration of AI into engineering education. I have taught EEE 161: Applied Electromagnetics for several years and have led efforts to redesign the course for improved accessibility, clarity, and student engagement. I am a certified Quality Matters facilitator for in-person and online IYOC and APPQMR and have actively participated in faculty development initiatives through the Center for Teaching and Learning. I am passionate about inclusive and evidence-based teaching, and I enjoy working with students on real-world design problems that connect theory with practice.

**Program Sponsors**
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.