Emphasizing the interdependence of topics in required undergraduate electrical engineering courses: a case study

Abstract

During Fall Semester 1996 at Kansas State University, the authors carried out an experiment in teaching. The experiment involved Circuit Theory II and Electronics I, two core lecture courses in both the electrical engineering and the computer engineering curricula, which are normally taken concurrently. The basic approach to Electronics I was altered from a strict lecture format, with introductory material on solid-state electronics, two- and three-terminal solid-state devices, and basic electronic circuits, to a combination lecture/discussion/laboratory/design-and experience. In Electronics I, we placed emphasis on review and assimilation of topics covered in previous courses, as well as topics covered concurrently in the Circuit Theory II course. We used a "discovery" approach to the presentation of the subject matter, and we formed an imaginary company, with each student being both an engineer and a middle-level manager. Our company's goal was to produce a regulated dual-tracking power supply, which provided the vehicle for applying the basic subject matter of Electronics I. In addition, we addressed issues in scheduling, human resources, purchasing, procurement, financial management, marketing, customer/design-team interaction, public relations, publicity, intracompany communications, technical writing, engineering design, fabrication, manufacturing, CAD, graphics arts, test and measurement, and quality assurance. We present a brief summary of the experience.