Title:
Student-Centered Instruction in Undergraduate Electromagnetics: A Three-Subject Experience Across Two Campuses [Download]Authors:
Miguel Ferrando-Rocher, José Ignacio Herranz-Herruzo, Eva Antonino-Daviu, Felipe Vico-Bondía
Index Terms:
Abstract:
Electromagnetics courses are frequently perceived by undergraduate students as abstract and mathematically demanding, often resulting in low conceptual confidence and limited engagement. This paper reports a multi-course teaching experience conducted across three undergraduate electromagnetics-related subjects delivered at two campuses of the Universitat Politècnica de València, Spain. A coherent set of student-centered instructional strategies was progressively integrated into regular teaching sessions without modifying curricular content or increasing contact hours. Pre-course questionnaires were used to characterize students’ initial attitudes, expectations, and learning pReferences, revealing consistently low conceptual confidence, high expected difficulty, and a strong demand for interactive and applied learning approaches. These findings directly informed the design of the instructional intervention. Post-course results indicate systematic improvements in students’ self-reported conceptual confidence, perceived applicability of electromagnetics content, and engagement across all courses and academic levels. The findings suggest that embedding lightweight but coherent student-centered strategies into standard electromagnetics instruction can significantly enhance students’ learning experience without disrupting existing curricular structures.
DOI:
How to cite:
Miguel Ferrando-Rocher, José Ignacio Herranz-Herruzo, Eva Antonino-Daviu, Felipe Vico-Bondía, "Student-Centered Instruction in Undergraduate Electromagnetics: A Three-Subject Experience Across Two Campuses", IEEE-RITA, vol. 21, no. 1, pp. 394-402, Jan. 2026. doi: 10.1109/RITA.2026.3701307