After the theoretical and applied electromagnetics lectures, students attend the theoretical microwave and antenna classes. These lectures give the complex mathematical background to the students. Students have the opportunity to observe the physical relation between the theoretical expressions and the real components in the laboratory classes. The efficiency of these antenna and microwave laboratory lectures are particularly important to increase the antenna & microwave engineer quality in the industry.

The hierarchy of learning methods was first proposed by Edgar Dale in 1946. The model went further, the remembering rates, passive and active learning methods were added to the pyramid by Maine’s National Training Laboratories in 2002. This paper matches each learning method with the antenna & microwave teaching methods. This hierarchy has 4 passive learning methods including “lectures”, “reading”, “audio & visual” and “demonstration”. The theoretical lectures are a part of the “lectures” step in this hierarchy. Reading books and lecture notes are the components of the “reading” step. These steps have 5% and 10% remembering rate in the model. The new antenna and microwave education methods with the videos and audios increase the efficiency of these lectures and the remembering rate increases to 20 %.

Conventional microwave and antenna laboratory classes cover the demonstration and measurement of COTS antennas and microwave components. The demonstration step in the learning hierarchy has 30% remembering rate. Lectures, reading, audio & visual and demonstration are the passive learning steps. The only visualizing opportunity in the antenna, microwave and electromagnetics lectures is the laboratory lectures and the efficiency of these lectures are extremely low.

Anten’it products have brick-based design methodology. Anten’it Antenna Training Kits provide students to design, build, measure and iterate antennas during the time-limited antenna laboratory classes. The upcoming Microwave Training Kits include the design of microwave components such as filters, directional couplers, hybrid couplers, power dividers etc. Students can design, build, measure and iterate different microwave components and antennas each week. This methodology corresponds to the “Practice by Doing” step in the learning pyramid. This step has 75% remembering rate which is 2.5 times higher than the conventional laboratory lectures. “Practice by Doing” is an active learning method in this hierarchy.

Anten’it trainer kits use the best method to increase the quality of antenna and microwave laboratory lectures and educate them get ready for the industry.