Revised (along with five other faculty members) the sophomore-level curriculum for circuits-related courses. He is the first faculty member to teach the new compulsory introductory course (ECE 201H) in Fall 2009 that focuses on the three pillars of Electrical Engineering: electromagnetic theory, circuits and semiconductor physics. This is the first time at Purdue University that electromagnetic theory is introduced at the sophomore-level curriculum. Semesters taught and instructor evaluation: Fall 2009/4.7, Fall 2010/5.0, Fall 2011/4.8.
Prof. Peroulis has been instrumental in the most important Electrical Engineering undergraduate curriculum innovation at Purdue University over the past decades. This curriculum innovation focuses on beginning engineering students and impacts more than 1,000 students/year in many engineering areas. During the past five years Prof. Peroulis has been re-developing mandatory courses and laboratory exercises based on a new learning paradigm. Rather than following the traditional circuits centric approach for introducing students to Electrical Engineering, this new paradigm offers a holistic view that empowers students to appreciate the wide application-range and tremendous societal impact of this engineering area. Courses by Prof. Peroulis are student centered and are typically offered in a hybrid mode where part of the content is not explicitly taught in class but is made available to students in pre-recorded concept-nuggets. The class period focuses on active learning and encourages student participation in a variety of ways. This embraces diverse learning styles and abilities in a strong, inclusive, demanding, and rewarding learning environment. Moreover, it enhances student learning communities that emphasize the values of teamwork, balancing competing demands, and calculated risk-taking. Prof. Peroulis is a member of the Purdue Teaching Academy, a 2011-2012 Purdue IMPACT faculty fellow, and has won 11 teaching awards over the past 10 years including the Charles B. Murphy Outstanding Undergraduate Teaching Award (Purdue University’s highest undergraduate teaching honor) and the Eta Kappa Nu C. Holmes MacDonald Outstanding Teaching Award (national award presented to Electrical Engineering professors who have demonstrated, early in their careers, special dedication and creativity in their teaching responsibilities). Prof. Peroulis has also advised more than 30 undergraduate student-researchers who have published numerous journal and conference papers. Four of these students have won six best poster and other research-based national awards.
“Advanced Electromagnetic Theory,” advanced graduate-level course, created by Prof. Peroulis, Purdue University. Semesters taught and instructor evaluation: Spring 2009/4.8.
“Electromagnetic Fields and Waves,” junior-level undergraduate course, Purdue University. Semesters taught and instructor evaluation (out of 5.00; average 3.89): Fall 2003/4.73, Spring 2004/4.72, Fall 2004/4.89, Fall 2005/4.50, Spring 2006/4.71, Fall 2006/4.61, Spring 2008/4.69,
“RF MEMS for intelligent communications systems,” entry-level graduate course, created by Prof. Peroulis, Purdue University. Semesters taught and instructor evaluation (out of 5.00): Spring 2005/4.75, Spring 2007/4.82, Spring 2011/4.9.
Developed a new educational MEMS fabrication module for graduate and undergraduate students attending a fabrication oriented course (ECE 557). This new module enabled the students to acquire hands-on experience on the advantages and limitations of microstructures in a variety of
applications. It became available for the first time in Spring 2005.
“Linear Circuit Analysis I,” sophomore-level undergraduate course, Purdue University. Semesters taught and instructor evaluation (out of 5.00): Fall 2005/4.50, Fall 2007/4.58.
Lead and support a team of undergraduate students-researchers for four consecutive semesters in the framework of the “Vertically Integrated Projects (VIP)” course. The students work on conducting experiments and models for wireless indoor propagation phenomena. This course
allows undergraduate students of different levels and backgrounds to form diverse teams and collaborate. Advise a group of 3-4 undergraduate student-researchers every semester (total number of students about 25) in a variety of projects. These students actively participate in research and publish their finding. The following papers have some of these students as their lead author: J22, C71, C59, C38, C33 and C16.