Penn State Behrend
    School of Engineering
    5101 Jordan Road
    Erie, PA  16563-1701

    Office: REDC 161
    Phone: (814) 898-6472
    Fax: (814) 898-6125
    Email: srn3@psu.edu

Sudarshan R. Nelatury
Teaching

Courses for Fall 2009

E E 312 – Electrical Circuit Analysis
E E 497A – Biomedical Signal Analysis

Courses taught
     
BDENG 100S – Intro to Engineering Design
E E 210 – Circuits and Devices
E E 331 – Electro Magnetic Fields and Waves
E E 352 – Signals and Systems
EE BD 322 – Electrical Circuit Analysis
EE BD 323
EE BD 431 – Electro Energy Conversion
EE BD 473
EE BD 497A
EE BE 473G

Perspectives and philosophy of teaching

My teaching philosophy is to create in students an enthusiasm and love for learning. Within this broad framework and, regardless of the particular courses I teach, I have two fundamental objectives:

1. Foster critical thinking in my students
2. Provide an active learning environment for my students

My course syllabi and teaching techniques are all geared towards achieving these objectives. For instance, students find the core subject of Electromagnetics (EM) very formidable because of the accompanying math and they hate to study EM fields compared to Circuit analysis/Digital systems. However, their interest in EM fields can be whet by simple experiments, such as – visually demonstrating with an oscilloscope the importance of shielding cables. Forthwith, students become inquisitive about field concepts and the nature of electromagnetic interference (EMI). Also, I teach three completely different techniques (theoretical, numerical and experimental) to solve the Laplace’s equation for the same problem geometry. This stimulates the curiosity of students to see if they can get the same results and paves the way for critical thinking.

I also believe that we need to train our students to become active learners.  We must create a classroom environment where they can actively process knowledge and formulate their own ideas. I am able to provide such an environment to my students in the engineering laboratory classes where they are exposed to experiential learning techniques. Specifically, I use MATLAB in my Digital Signal Processing (DSP) and Electromagnetics courses. The computer-aided exercises that students solve in these two subject areas reinforce what they have already learned from classroom lectures. I received very encouraging feedback from students for introducing MATLAB. Based on my previous background, I am weak in the latest digital systems but, simulating via a short MATLAB code has been my forte. In addition, I also interact with them during these classes on an individual basis by asking questions to ensure that they understand the material. I have found that my students genuinely enjoy these sessions. Driven by an intense motivation to learn, these students are willing to solve more challenging problems, and are ready to assume greater responsibility for their education.

In teaching certain subjects, like antennas, to the undergraduates, the faculty member must practically demonstrate the basics such as radiation characteristics and motivate the students to design antennas for a given set of specifications. Otherwise, the students get frustrated with complex mathematical steps and begin to despise this important and mature field. Taking definite initiative to render this learning experience is very fruitful. I happened to borrow an antenna trainer kit from Penn State at University Park. This has produced excellent feedback from my students.

In addition to the teaching approaches described above, I have incorporated progressively increasing levels of sophistication to my tentative lesson plans. I have found this approach to be very effective when teaching a diverse class of students with varying talents, background and preparation. I emphasize team efforts in my courses by requiring students to work in teams on certain homework assignments. Such collaborative efforts enable students to learn from their peers, thus enriching their learning experience.

A teacher must maintain clear and open channels of communication with his/her students both in and outside of class. I do it all the time putting their interests first. Students seem perfectly at ease in approaching me for help with the course materials. As a dedicated teacher, I devote considerable time and effort to course preparation, refining teaching approaches and classroom delivery. I have also participated in Teaching Workshops provided by Carla Torgerson and also the Essential Teaching Seminars of ASEE with a sincere desire to update my teaching skills and respond to the pressing needs of engineering education in US in the globalizing economy fraught with international competition.