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Session 2793

Sophomore Circuits Course Sequence Revision An Integrated Laboratory/Lecture Approach

James A. Reising University of Evansville

Abstract

This paper describes a major revision of the sophomore circuits sequence in electrical engineering at the University of Evansville. The revision was made in an effort to improve student learning. The former sequence of courses consisted of two three-hour lecture courses (EE 251 and EE 253) and two independent one-hour lab courses (EE 280 and EE 281). These courses were required of all engineering majors and were normally taken in the sophomore year. They served as the foundation courses for all of the upper-level electrical engineering courses. The former four courses for eight credit hours have been revised into just two courses (EE 210 and EE 211) for seven credit hours. The new courses feature an integrated lecture/lab format. EE 210 was first offered in the fall semester of 1998, and EE 211 was first offered in the spring semester of 1999. EE 210 was repeated in the spring semester of 1999. Both courses will be offered in the 1999-2000 academic year.

The first-year results indicate that the project was successful. The primary strategy involved combining a lecture course and its associated laboratory into an integrated lab/lecture session. Attitudinal surveys given to both students and faculty involved in the new courses indicated that both groups viewed this new strategy positively.

Combining lecture with short laboratory exercises reinforcing the lecture material is apparently the most effective aspect of the new courses. (The courses replaced by the new courses not only had separate lecture and laboratory sessions, but the lecture and lab were usually taught by different individuals and did not necessarily cover the same topic in the same week.) The new courses will be used as the sophomore circuits sequence in the 1999-2000 academic year. Current departmental plans are to retain the new courses as the standard sophomore circuits sequence replacing the former sophomore circuits sequence, so they will be offered regularly.

I. Introduction

The sophomore circuits course at the University of Evansville had been conducted in essentially the same format for a number of years. The course sequence was spread over the two semesters of the sophomore year and consisted of a lecture course and a laboratory section. The distribution of material between the two semesters had varied slightly through the years, although the lecture and the laboratory were separate courses. Faculty other than the faculty responsible for the lecture courses often conducted the laboratory sections, and the different laboratory sections were not always synchronized with the lecture or with each other. Many faculty members expressed the opinion that the students in the upper division courses did

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Reising, J. A. (2000, June), Sophomore Circuits Course Sequence Revision: An Integrated Laboratory/Lecture Approach Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8703