{"id":55082,"date":"2025-11-09T11:04:58","date_gmt":"2025-11-09T16:04:58","guid":{"rendered":"https:\/\/engineering.jhu.edu\/magazine\/?p=55082"},"modified":"2025-11-25T10:16:04","modified_gmt":"2025-11-25T15:16:04","slug":"education-that-delivers","status":"publish","type":"post","link":"https:\/\/engineering.jhu.edu\/magazine\/inquiring-minds\/education-that-delivers\/","title":{"rendered":"Education That Delivers"},"content":{"rendered":"
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\"\"<\/figure>\n<\/div>\n\n\n

Scott Heines\u2019 experience as a student in Applications of Power Electronics Design began with the delivery of a big box.<\/p>\n\n\n\n

The package arrived before the first session of the online course offered by Johns Hopkins\u2019 Engineering for Professionals (EP) program<\/a>. It contained all the gear required to create and test a working circuit board that is the students\u2019 final class project.<\/p>\n\n\n\n

\u201cI\u2019m a pretty hands-on engineer,\u201d says Heines. \u201cI learn best by being able to apply things going on in the classroom or in lectures. So this was very exciting.\u201d<\/p>\n\n\n\n

Juan Ramirez, a senior staffer at the Applied Physics Laboratory<\/a>, teaches the course. (He won a 2023 faculty award for designing it.) He notes that each box contains an assortment of different electrical components\u2014including a resistor, capacitor, and magnetic cores.<\/p>\n\n\n\n

\u201cEnough is provided that they can go ahead and build the circuit to whatever their design is,\u201d says Ramirez. \u201cThey wind their own magnetics. No two students will have the same exact transformer, because they\u2019re designing their own.\u201d<\/p>\n\n\n\n

Northrop Grumman engineer David Clancy took the course in spring 2025 as part of his work toward a master\u2019s degree through the EP program. He says that the box\u2014and his sense of accomplishment in assembling its contents\u2014\u201cis something I didn\u2019t get with any other course I have taken.\u201d<\/p>\n\n\n\n

Ramirez says that even though his course is fully remote, like all EP offerings, it\u2019s important to him to offer a hands-on component. \u201cA lot of students go through their undergraduate education in electrical engineering and maybe never get the opportunity to learn how to solder electrical components onto a circuit board,\u201d he says. \u201cThey have that opportunity in this course. We send them a solder station in the box.\u201d
<\/p>\n\n\n\n

\n
\n\"\"\n\n\n\n

\u201cA lot of students go through their undergraduate education in electrical engineering and maybe never get the opportunity to learn how to solder electrical components onto a circuit board. They have that opportunity in this course.\u201d \u2014 Juan Ramirez, senior staff member at the Applied Physics Laboratory<\/p>\n<\/div>\n<\/blockquote>\n\n\n\n

Responsive to Industry<\/h2>\n\n\n\n

The course balances flexibility and academic rigor in a way that EP students find both attractive and useful. Yet Ramirez\u2019s course took shape in response to students\u2019 desire to put the learning acquired in prerequisite courses into direct practice.<\/p>\n\n\n\n

\u201cWhen I was starting my work in industry, and even being involved with recruitment and mentorship as I was progressing in my career, I was continuing to see this same discussion about the gap between the fundamentals that we learn in school and how to actually apply them,\u201d Ramirez says.<\/p>\n\n\n\n

Dan Horn, A&S \u201992 associate vice dean for professional education and lifelong learning at the Whiting School, says that finding and filling these gaps is the center of the EP enterprise. \u201cThe program chairs do a magnificent job of surveying industry, identifying critical needs, and building coursework to help Engineering for Professionals students meet those needs,\u201d he observes.<\/p>\n\n\n\n

Existing program faculty are the engine for EP offerings, continues Horn, \u201cbut if we don\u2019t have someone who can teach a particular course in a new area, we recruit an expert in the field to develop and deliver that course. What sets EP apart from our peers is that our faculty are in roles to which students aspire.\u201d Instructors for the EP program have been drawn from AT&T, KBR, and the U.S. Army Research Laboratory to teach courses in areas such as Generative AI for Cybersecurity, Advanced Concepts in Agile Technical Management, and RF Power Amplifier Design Techniques.<\/p>\n\n\n\n

The skills developed by EP students boost their career trajectories as well. Clancy is close to finishing his master\u2019s degree with support from Northrop Grumman. He adds that a course like Applications of Electrical Power Design \u201callows me to essentially have a practice run before I have to go do it in my professional career. I made all the mistakes when it didn\u2019t really matter\u2026. Now I have the knowledge to just build something, test it, and capture my own data.\u201d<\/p>\n\n\n\n

Satisfaction with EP offerings is a two-way street with benefits for recruiting and the mobility of seasoned engineers, says Raytheon\u2019s Raul Almazan, who is an engineering technical leadership development lead at the aerospace and defense company. As a key corporate partner with the EP program in systems engineering, Raytheon selects annual cohorts of 20 to 24 employees to enter Johns Hopkins\u2019 Master\u2019s in Systems Engineering program, Almazan notes.<\/p>\n\n\n\n

Raytheon\u2019s collaboration with the EP program \u201cis built upon our own priorities,\u201d he says. It has become a key element both in the company\u2019s success in recruiting talent, as well as in creating \u201ca mobility ladder for all of our employees who are in the cohorts.\u201d Raytheon has graduated over 500 people through the EP program.<\/p>\n\n\n\n

\u201cIt\u2019s been a great opportunity to accelerate career development and talent pipelines,\u201d says Almazan.<\/p>\n\n\n\n

\n

\u201cThe program chairs do a magnificent job of surveying industry, identifying critical needs, and building coursework to help Engineering for Professionals students meet those needs.\u201d \u2014 Dan Horn<\/p>\n<\/blockquote>\n\n\n\n

Team Learning<\/h2>\n\n\n\n

Successful online education requires active shepherding of enrolled students\u2014especially the widely scattered cohorts that take challenging courses in addition to navigating their busy working lives. So Ramirez designed the class to have multiple checkpoints to assess progress. He also encourages students to create teams to provide each other with a steady stream of peer feedback.<\/p>\n\n\n\n

Heines says that it was a highly effective tactic: \u201cMy team was a team of three, because there were three of us on the West Coast, so it made sense from a time zone perspective.\u201d The safety net offered stability and structure for the experience. \u201cThere was only so far that you would stumble before you had an obvious check-in point where Juan, or somebody else, could help you,\u201d he says.<\/p>\n\n\n\n

Clancy says he enjoyed the opportunity that Applications of Power Electronics Design provided to \u201capply theory to actual application. A lot of time, theory gets applied to simulation\u2014and simulation doesn\u2019t always actually model the real world.\u201d<\/p>\n\n\n\n

\n

\u201c[The program] applies theory to actual application. A lot of time, theory gets applied to simulation\u2014and simulation doesn\u2019t always actually model the real world.\u201d \u2014 David Clancy<\/p>\n<\/blockquote>\n\n\n\n

Student responses such as these are something that Ramirez finds satisfying. \u201cThe thing that is most exciting to me is their excitement when they\u2019ve got a physical board that they designed from scratch, and built, and have tested. Some students have taken previous coursework and learned the fundamentals but never really had to put that all into practice. This is an opportunity for them to build something that actually works.\u201d<\/p>\n\n\n\n

Heines says that he held onto the board he made for his final project in 2023 and keeps it close at hand. \u201cI\u2019ve shown this to people on job interviews since that class has ended,\u201d he continues. \u201c[Interviewers] always want to know:\u2019 \u2018What have you done?\u2019 You can hold up the board and say: \u2018I built this, and it works.\u2019 It really does give you that sense of pride and accomplishment.\u201d<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

For engineers working in rapidly changing industries, the Engineering for Professionals program offers responsive coursework that keeps them on the cutting edge.<\/p>\n","protected":false},"author":3,"featured_media":55088,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[32],"tags":[],"issue":[104],"class_list":["post-55082","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inquiring-minds","issue-fall-2025"],"acf":[],"yoast_head":"\nEducation That Delivers - Johns Hopkins Engineering Magazine<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/engineering.jhu.edu\/magazine\/inquiring-minds\/education-that-delivers\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Education That Delivers - 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